THE IMPACT OF CHILDHOOD TRAUMA ON BASIC EDUCATION STUDENTS OF JOS NORTH LOCAL GOVERNMENT AREA (LGA) OF PLATEAU STATE.

ABSTRACT This study examined the impact of childhood trauma on basic education students in Jos North Local Government Area (LGA) of Plateau State. The research was prompted by the increasing prevalence of traumatic experiences such as physical abuse, domestic violence, parental separation, and exposure to community violence, which have been shown to hinder children’s academic progress and overall well-being. The study aimed to identify the types of trauma common among students, assess their effects on academic performance and school attendance, and evaluate the effectiveness of school-based interventions. A survey research design was adopted, using a structured questionnaire administered to a sample of 100 Junior Secondary School students across five government schools in Jos North LGA. Data collected were analyzed using descriptive statistics and chi-square tests to establish relationships between variables. The findings revealed that childhood trauma significantly affects students’ academic achievement, classroom engagement, and attendance. Trauma-exposed students reported challenges such as poor concentration, memory difficulties, anxiety, depression, irritability, and absenteeism. These factors collectively reduce motivation, hinder peer and teacher relationships, and limit long-term educational aspirations. The study further established a strong link between trauma and irregular school attendance, often driven by emotional distress and lack of supportive school environments. Despite these challenges, results also indicated that school-based interventions such as trauma-informed teaching strategies, counselling services, social emotional learning (SEL) programmes, and peer-support systems contributed positively to students’ resilience and re-engagement with learning. However, these interventions were found to be inconsistent and insufficiently resourced. The study concluded that childhood trauma poses a significant threat to the educational and emotional development of students in Jos North LGA. It recommended the integration of comprehensive traumainformed practices into school systems, regular teacher training, improved counselling services, stronger family engagement, and policy-driven support to mitigate the effects of trauma. The findings also recommendation that the integration of trauma-informed practices into the education system, capacity building and regular training for teachers on handling trauma-affected learners, provision of adequate school counselling services, collaboration between schools, parents, and community leaders, and increased government investment in mental health and educational support programmes. Implementing these measures, schools can create a safer, more inclusive environment that fosters healing, resilience, and improved academic outcomes for trauma-affected students in Jos North LGA.