The Influence of Peer-victimisation on the Psychosocial Adjustment of Students in Public Secondary Schools in Bomet County, Kenya

Abstract

The objective of this article is to examine the influence of peer victimisation on the psychosocial adjustment of students in public secondary schools in Bomet County, Kenya. In spite of many studies undertaken on psychosocial adjustment, no study has been carried out on the influence of peer victimisation on students' psychosocial adjustment. The study was anchored on social-ecological and psychosocial theories. Pragmatism research philosophy was used, and a convergent parallel mixed research design was used. Data was collected from deputy principals, guidance and counselling teachers and three students. A sample of 88 public secondary schools was drawn from a population of 294 secondary schools in Bomet County with 555 participants. Data collection instruments were questionnaires and interview schedules. Quantitative and qualitative information was assessed utilising descriptive analysis. Statistics, and thematically, respectively. According to the study, the majority of Bomet County's public secondary schools had created initiatives to increase students' understanding of the negative effects of peer-related variables. Additionally, the study demonstrated that there was a substantial positive correlation between peer-related characteristics and the students' psychosocial adjustment (r=0.615). According to the study's findings, adolescents who have experienced peer-related problems can benefit from guidance and counselling in order to successfully adjust to school. According to the study, schools should implement a program to evaluate students' social and psychological stressors at school, raise awareness of the guidance and counselling services that are available, and encourage students to seek assistance from the department whenever they encounter problems that they are unable to handle.