Prevalence and teachers' treatment of pupils with psychosocial challenges in Ibadan north local government area of Oyo State

This study examined the prevalence and teachers' treatment of psychosocial challenges experienced by pupils in public primary schools in Ibadan North Local Government Area, Oyo State, motivated by concern for children whose learning and participation in school are undermined by emotional and social difficulties. The research aimed to document the prevalence of psychosocial challenges among pupils and the ways teachers treat them. It is a descriptive survey design where data were collected using a structured questionnaire administered to teachers, purposively selected from public primary schools across the study area to reflect varied school contexts. The instrument focused on teachers' observations of pupil behaviour and the classroom strategies teachers employed. Four research questions were raised to guide the study. Responses to the research questions were analysed using descriptive statistics, including frequency counts, percentages, mean and standard deviation, to reveal prevailing patterns. Findings of the study revealed that the prevalence of psychosocial challenges is high, with a weighted average of 2.91(72.9%). Teachers also agreed that some pupils in their classes showed signs of anxiety (Mean = 3.16), and that pupils who find it hard to follow instructions in sequence are common (Mean = 3.04), Attention and hyperactivity challenges were reported (Mean = 2.86), while social withdrawal and solitary behaviour recorded means of 2.76 and 2.74 respectively. In treatment, frequent classroom strategies included assigning inclusive seating and groupings (Mean = 3.28), breaking tasks into short steps and offering movement breaks (Mean = 3.18). Seating easily distracted pupils close to the teacher (Mean = 3.15). The study concluded that psychosocial challenges are widespread in Ibadan North Local Government Area of Oyo State, and that teachers' reports indicate that emotional, attentional, and social difficulties are commonly observed amongst pupils. It was therefore recommended that the Government Education Authority establish a replaceable, sustainable school-based mental health support programme for primary schools. Also, health program seminars should be organised for all teachers on how to address psychosocial challenges.