Abstract:
Title: Psychological Impact of the COVID-19 Pandemic on Rural Secondary School Students: A
Case Study of St. Joseph’s Secondary School Kakindu
Background: The COVID-19 pandemic has led to unprecedented disruptions in education and
mental health globally. This study investigates the psychological impact of the pandemic on high
school students at St. Joseph’s Secondary School Kakindu in rural Central Uganda, focusing on
mental health challenges and academic performance.
Objective: To assess the psychological impact of the COVID-19 pandemic on the mental well
being of rural secondary school students at St. Joseph’s SS Kakindu, including identifying the
psychological challenges faced, the effect on academic performance, and gender disparities.
Methods: A cross-sectional study was conducted with a sample of 298 students selected through
systematic random sampling from a total population of 782. Data were collected using self
administered questionnaires comprising biodemographic information, COVID-19 effects, the
Self-Reporting Questionnaire (SRQ-20), suicide risk assessment, and academic performance
impacts. The study utilized univariate and bivariate analyses to explore relationships between
variables using SPSS and Excel.
Results: A survey of 298 participants (58.1% female, mean age 16.91) revealed significant
declines in academic performance, with a 38% decrease in excellent performance and a 13.1%
decrease in very good performance. Additionally, 55.4% exhibited symptoms of depression,
anxiety, and/or somatic pains, while 13% showed suicidal ideation and 4% (1 in 25 students) had
high risk of suicide. Financial difficulties affected 70.5% of participants. Despite these
challenges, 85.2% expressed optimism towards performance improvement. Participants
identified various pandemic-related challenges, including limited access to educational materials
(31%), technical issues (16%), and health-related concerns (16%). Statistical analysis confirmed
the pandemic's substantial impact on psychological wellbeing (p < 0.05). The findings highlight
the need for targeted mental health support, academic interventions, and economic assistance to
mitigate the pandemic's effects.
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Conclusion: The COVID-19 pandemic has had a profound impact on the mental well-being of
rural secondary school students, exacerbating existing inequalities and highlighting the need for
targeted interventions. Recommendations include forming mental health clubs, integrating
MHPSS staff into schools, creating youth-friendly spaces, and providing routine mentorship for
teachers on basic MHPSS topics.
Significance: This study provides valuable insights into the specific challenges faced by rural
students during the pandemic, informing educational policies and mental health interventions. It
contributes to the broader understanding of the pandemic's impact on education and mental
health, supporting the development of strategies to enhance student well-being and academic
success in similar contexts
