Academic Insecurity and Students’ Post-Traumatic Stress Disorder (PTSD) Among Tertiary Institutions Students in Zaria Metropolis: Counselling Implications

Abstract

This study examined influence of academic insecurity on students’ well-being among tertiary institutions students in Zaria metropolis: counselling implications. Three research questions guided the study which adopted descriptive survey research design. The population of the study consisted of all tertiary institutions’ students in Zaria. A sample of three hundred and eighty four students was drawn via convenient sampling technique from two tertiary institutions in Zaria. A questionnaire designed by the researchers was used as instrument for data collection. The instrument comprised four sections, well validated and the reliability test yielded 0.79 through Cronbach Alpha method. Data collected were analysed using mean of 2.50 for acceptance or rejection of an item. The results revealed that feeling anxious, feeling insecure about future prospects, finding it challenging to concentrate on studies were some of the psychological impacts of insecurity on students’ wellbeing. Finding it challenging to maintain a consistent study routine, changes in academic performance, financial instability and lack of stable and supportive environment are some of the factors which constitute challenges and disruptions caused by insecurity. The coping mechanisms adopted by students include seeking social supports from friends, setting realistic goals, engaging in positive self-talk and engaging in extracurricular activities. Based on the findings, conclusion was drawn and the following recommendations amongst others were made: school-wide education, training and academic insecurity prevention programmes for all stakeholders; and need to evaluate the effectiveness of the existing counselling programmes, identify best practices and work on areas for improvement.