Trauma Management and Psychological Recovery Among School Teachers Victimised by Kidnapping in Oyo State, Nigeria: the Ameliorative Role of Professional Counselling
Year: 2026
Type: article
Abstract: The escalation of kidnapping incidents targeting educational institutions in Nigeria has exposed school teachers to significant psychological trauma, yet research on their post-victimisation recovery remains scarce. While substantial scholarly attention has focused on the abduction of students, the mental health needs of kidnapped teachers constitute an under-researched crisis with implications for educational quality and teacher retention. This study examined the psychological effects of kidnapping on school teachers in Oyo State, Nigeria, and investigated the ameliorative role of professional counselling in facilitating trauma management and psychological recovery. A mixed-methods explanatory sequential design was employed. In the quantitative phase, 128 teachers who had experienced kidnapping from 47 schools across three senatorial districts of Oyo State completed the Impact of Event Scale-Revised (IES-R), the Beck Depression Inventory-II (BDI-II), and a structured counselling utilisation questionnaire. In the qualitative phase, 24 purposively selected participants engaged in semi-structured interviews exploring their recovery experiences. Data were analysed using descriptive statistics, multiple regression, and thematic analysis. Elevated trauma symptoms were prevalent, with 73.4% of respondents scoring above the clinical threshold for PTSD on the IES-R, and 61.7% reporting moderate to severe depressive symptoms. Teachers who received professional counselling (n = 42) reported significantly lower trauma symptomatology (M = 28.6, SD = 12.4) compared to those who did not (M = 47.3, SD = 15.8; t(126) = 6.84, p < .001, d = 1.31). Counselling utilisation predicted lower PTSD symptoms (β = -.41, p < .001) and lower depression scores (β = -.38, p < .001), controlling for age, gender, and time since victimisation. Qualitative findings revealed four recovery pathways facilitated by counselling: emotional processing and catharsis, cognitive restructuring, social reconnection, and professional identity reconstruction. Professional counselling significantly ameliorates the psychological consequences of kidnapping among school teachers. Findings underscore the urgent need for state-level policy mandating comprehensive psychological support services within educational institutions and teacher welfare frameworks.
Author: Emmanuel Atsue (PhD)
Institution: Benue State University
Language: English
Subfield: Clinical Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7225641922
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