Submit your papersSubmit Now
For Enquiries: [email protected]
IIARD LogoIIARD

Effect of Penn Resiliency Programme on Mental Health and Academic Achievement of SS2 Students in Toro LGA of Bauchi Nigeria

Saadatu Muktar, Prof. Beatrice A. Bahago , Elisha I. Shwamut PhD

Abstract

This study investigated the effect of the Penn Resiliency Programme on the mental health and academic achievement of SS2 students in Toro Local Government Area of Bauchi State, Nigeria. Using a quasi-experimental pre-test/post-test control group design, 78 students were purposively selected from public secondary schools and assigned asymmetrically into experimental (n = 50) and control (n = 28) groups. Data were collected using a Mental Health Questionnaire and an Academic Achievement Test and analyzed using analysis of covariance and Pearson correlation at the 0.05 significance level. The results revealed that students exposed to the PRP had significantly higher post-test mental health scores (F(1, 75) = 65.178, p < 0.001, ?2 = 0.465) and academic achievement scores (F(1, 75) = 150.604, p < 0.001, ?2 = 0.668) compared to the control group. Furthermore, a strong positive correlation was observed between mental health and academic achievement (r = 0.619, p < 0.01), indicating that improvements in psychological well-being were associated with better academic performance. The findings support the effectiveness of resilience-based interventions in enhancing adolescents’ emotional well-being and learning outcomes. It is recommended that the PRP be integrated into the school curriculum, with appropriate teacher training and professional support, to promote holistic development among secondary school students.

Keywords

Penn Resiliency Programmemental healthacademic achievementresilience

References

Benjamin, T. A., Beatrice, B. A., Augustina, A. I., & Waziri, M. S. (2022). Effects of Penn Resiliency Programme on aggressive behaviours of junior secondary school students in Kaura Local Government Area, Kaduna State, Nigeria. Polac Management Review , 2(2), 1–9. Bastounis, A., Callaghan, P., Banerjee, A., & Michail, M. (2016). The effectiveness of the Penn Resiliency Programme and its adapted versions in reducing depression and anxiety and improving explanatory style: A systematic review and meta-analysis. Journal of Adolescence, 52, 37–48. Brunwasser, S. M., & Gillham, J. E. (2018). Identifying moderators of response to the Penn Resiliency Program: A synthesis study. Prevention Science, 19(Suppl 1), 38–48. Ciren, Z., Tsui, H. K. H., & Chan, S. K. W. (2025). Effects of resilience interventions for adolescents and young adults without psychiatric diagnoses: A systematic review and network meta-analysis of randomized controlled trials. Adolescent Research Review, 1– 20. https://doi.org/10.1007/s40894-025-00163-5 Eisenberg, D., Lipson, S. K., & Posselt, J. (2016). Promoting resilience, retention, and mental health. New Directions for Student Services, 2016(156), 87–95. https://doi.org/10.1002/ss.20187 García-Martínez, I., Augusto-Landa, J. M., Quijano-López, R., & León, S. P. (2022). Self- concept as a mediator of the relation between university students’ resilience and academic achievement. Frontiers in Psychology, 12, 747168. https://doi.org/10.3389/fpsyg.2021.747168 Giallo, R., Gartland, H., Woolhouse, H., Mensah, F., Westrupp, E., Nicholson, J., & Brown, S. (2018). Emotional-behavioural resilience among children of first-time mothers with and without depression across the early childhood period. International Journal of Behavioural Development, 42(2), 214–222. https://doi.org/10.1177/0165025417723063 Grant, S., Schweer-Collins, M., Day, E., Trevino, S. D., Steinka-Fry, K., & Tanner-Smith, E. E. (2024). Effectiveness of school-based depression prevention interventions: An overview of systematic reviews with meta-analyses on depression outcomes. Journal of Consulting and Clinical Psychology. Advance online publication. https://doi.org/10.1037/ccp0000978 Hammermeister, J., Mount, S. E., Jordan, C., Briggs, L., & Galm, R. (2020). The relationship between mental fitness skills, psychological resilience, and academic achievement among first generation college students. College Student Journal, 54(1), 13–25. Kranzler, A., Hoffman, L. J., Parks, A. C., & Gillham, J. E. (2014). Innovative models of dissemination for school-based interventions that promote youth resilience and well- being. In Handbook of positive psychology in schools (pp. 381–397). Routledge. Macnamara, B. N., & Burgoyne, A. P. (2023). Do growth mindset interventions impact students’ academic achievement? A systematic review and meta-analysis with recommendations for best practices. Psychological Bulletin, 149(3–4), 133–165. https://doi.org/10.1037/bul0000418 Mugford, H., O’Connor, C., Danelson, K., & Popoli, D. (2022). Medical students’ perceptions and retention of skills from active resilience training. Family Medicine, 54(3), 213–215. Osinubi, O. T. (2018). Adverse childhood experiences, resilience and mental health problems among secondary school adolescents in Ibadan, South West Nigeria (Doctoral dissertation). University of Ibadan, Nigeria. Rickard, N. S., Chin, T. C., Cross, D., Hattie, J., & Vella-Brodrick, D. A. (2024). Effects of a positive education programme on secondary school students’ mental health and wellbeing; challenges of the school context. Oxford Review of Education, 50(3), 309– 331. https://doi.org/10.1080/03054985.2024.2312345 Scheuch, I., Peters, N., Lohner, M. S., Muss, C., Aprea, C., & Fürstenau, B. (2021). Resilience training programs in organizational contexts: A scoping review. Frontiers in Psychology, 12, 733036. https://doi.org/10.3389/fpsyg.2021.733036