PERCEIVED INFLUENCE OF INDISCIPLINE BEHAVIOURS ON THE MENTAL AND SOCIAL WELL-BEING OF SECONDARY SCHOOL STUDENTS IN MANGU LOCAL GOVERNMENT AREA, PLATEAU STATE: COUNSELLING IMPLICATIONS

Abstract

This study investigates the perceived influence of indiscipline behaviours on the mental and social well-being of secondary school students in Mangu Local Government Area, Plateau State. Mangu is a local government area with many secondary schools. These schools face growing challenges with student indiscipline. The problem is that indiscipline behaviours like fighting, truancy, substance abuse, and disrespect for teachers are becoming common. These behaviours may affect how students feel about themselves. They may also affect how students relate with others. This study used a descriptive survey research design. A sample of 300 students was selected through random sampling from ten secondary schools. Data was collected using a structured questionnaire. The data was analyzed using mean scores and chi-square tests. Findings showed that indiscipline behaviours are highly prevalent in the schools. These behaviours have negative effects on students' mental well-being. Students reported feeling anxious, depressed, and having low self-esteem. The behaviours also affected social well-being. Students found it hard to make friends and trust others. The study concludes that indiscipline behaviours pose a serious threat to the mental and social health of students in Mangu. It recommends that schools should strengthen guidance and counseling services. It also calls for parents and teachers to work together to teach good behaviour. The theoretical framework for this study is the Social Learning Theory by Albert Bandura. This theory explains that students learn behaviours by observing others. When they see indiscipline behaviours around them, they may copy these actions.