Year: 2025
Type: article
Study design: Observational Study
Abstract: The widespread misery that characterizes Cameroon creates a social split in schools both among teachers, administrative staff and students. This state of affairs exacerbates school violence (Piebop, 2023), which also significantly undermines the mental health of all actors in the education chain. However, the success of school activities depends on the good control of mental health, discipline and violence. This ideal is far from being achieved by the two Cameroonian educational sub-systems. Then, comes the problem of the negative impact of school violence on mental health and academic success. What are the relationships between school violence, mental health and academic achievement? What is the role of mental health in the educational process? Why do we need to control violence and mental health in schools? What practices can be held up as models? The working hypothesis posits that the various types of violence that presently animate Cameroonian schools constitute serious psychosocial risk factors; that is, environmental factors that can impede mental, physical and social health in and by extension the smooth running of the teaching-learning-assessment process. As such, it is necessary to intervene at various levels. The study is based on an empirical method, as well as questionnaires and interviews.
Author: PIEBOP Gisèle Mirabelle Céphanie
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4412650948