Relationship between Awareness of Behavioural Risk and Psychosocial Wellness of Students in Public Secondary Schools in Nairobi County, Kenya

Cecilia Mburu; Anne Maina; Newton Mukolwe

doi:10.51867/Scimundi.2.1.1.7

Authors

Cecilia Mburu
mburucecilia07@gmail.com
Maasai Mara University https://orcid.org/0000-0001-5035-2870
Anne Maina Maasai Mara University
Newton Mukolwe

Keywords:

Awareness of Morbidity Risk, Psychosocial Wellness, Students in Public Secondary Schools

Abstract

Abuse of prescription drugs remains a major challenge among students in spite of numerous interventions aimed at curbing it. This study set out to examine the relationship between awareness of behavioural risk and psychosocial wellness of students in public secondary schools in Nairobi. The study was based on the situated rationality theories and social action theories and adopted the correlational research design. Quantitative data was analyzed descriptively by use of frequencies, percentages and means. It was also analyzed inferentially by use of Pearson correlation. Data from interviews and secondary data sources were analyzed using thematic and content analysis procedures. The study sampled 255 respondents. These included 100 students, 96 teachers, 42 principals and, 17 MOE officials. Out of these, 100 students (100%), 77 teachers (80.2%), 34 principals (81%) and 11 MOE officials (64.7%) responded. The findings show that prescription drug misuse is rampant among students despite the fact that most of them were aware of the associated risks. Pearson correlation showed that all the awareness factors under investigation had statistically significant relationships with psychosocial wellness among students (r=0.473, p<0.05). The study concludes that drug usage is widespread among secondary school students in Nairobi County, in terms of the types, quantity, and frequency of use. In line with the study findings, the study established that awareness of behavioural risk should also be enhanced at school and community levels through guidance and counselling interventions backed by school and government disciplinary policies.

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