Parental Conflict, Domestic Abuse and Classroom Behaviour of Secondary School Students in Abia State

This study examined the influence of parental conflict and domestic abuse on the classroom behaviour of secondary school students in the Aba Education Zone of Abia State, Nigeria. The family is the primary agent of socialization, and persistent exposure to conflict, violence, and abuse within the home can significantly disrupt adolescents’ emotional stability and academic engagement. Specifically, the study investigated the relationships between parental conflict, domestic abuse, physical violence, sexual abuse, and students’ classroom behaviour, as well as gender differences in these influences. A correlational survey design was adopted. The population comprised approximately 1,900 SS2 students in public co-educational secondary schools within the zone. A sample of 400 students (200 males and 200 females) was selected using purposive and simple random sampling techniques from 20 schools across four Local Government Areas. Data were collected using two researcher-developed instruments: the Parental Conflict and Domestic Abuse Questionnaire (PCDAQ) and the Classroom Behaviour Questionnaire (CBQ). The instruments were face-validated by experts and yielded a reliability coefficient of 0.81 using Pearson’s Product Moment Correlation. Data were analyzed using mean, standard deviation, Pearson correlation, and paired t-test at a 0.05 level of significance. Findings revealed significant relationships between parental conflict, domestic abuse, physical violence, sexual abuse, and students’ classroom behaviour. Students exposed to these home stressors exhibited aggression, withdrawal, inattentiveness, low motivation, and noncompliance with classroom rules. All five null hypotheses were rejected, indicating that family-related stressors significantly influence classroom behaviour. Furthermore, significant gender differences were observed, with female students being more adversely affected.The study concluded that unsafe and conflict-ridden home environments negatively impact students’ behavioural outcomes in school. It recommended parental sensitization programs, strengthened school counselling services, gender-sensitive interventions, and collaborative child protection policies to promote students’ emotional well-being and positive classroom behaviour.