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ABSTRACT
This research study titled Stress and Trauma as a Correlate of Student Academic Performance in Egor Local Government area of Edo State explores the intricate connection between trauma and stress and their impact on the academic performance of secondary school students. To guide them study for how they were raised. The research design for this Study is descriptive Survey. The population of the study comprises of 140 selected from single school in Egor Local government area. The Sample and Sampling techniques consist of 50 Students randomly chosen to to represent the entire student population, The research instrument is a 20 items questionnaire designed to gather information for respondent. The validity of instrument was established through scrutiny by the supervisor and two expert from the department. Method of data collection researcher administer the instrument to the selected school, upon completion the instrument will promptly retrieved, data collected was using percentages t-test Findings from the study suggest that a significant number of students in Egor have experienced both stress and trauma, which adversely affect their academic performance. These students often exhibit decreased cognitive functioning, difficulties in concentration, and reduced motivation. Furthermore, those exposed to traumatic events frequently face emotional and psychological challenges that further hinder their scholastic progress. Based on these findings, the study recommends the implementation of targeted interventions such as counseling services and trauma-informed educational practices. Creating a safe and supportive school environment is crucial for helping students cope with these challenges, ultimately improving their educational outcomes. The research underscores the need for schools to adopt comprehensive strategies to support the well-being and academic success of students dealing with stress and trauma.
