Academic Impact on Sexually Abused Learners in Dodoma City Public Secondary Schools in Tanzania

Pilly M. Mweta & Milka V. Otieno
St. John’s University of Tanzania
Email: mwetapilly61@gmail.com & omilka@sjut.ac.tz

Abstract: This study examined how students performed academically after experiencing sexual abuse. The study used a phenomenological research design and a qualitative approach. The target audience consisted of students who are sexually abused, academic instructors, school counsellors, ward education officers, statistical and logistical officers, police officers, and social workers. All provided information that was gathered. The professional participants were chosen using the purposive sampling approach. Semi-structured interviews, observation, and document analysis were conducted from all participants to gather data. The results indicated that the majority of the abused learners underperformed as a result of sexual abuse and developed a fear of everyone around them, which disturbed their academic performance. Some developed an antisocial personality and a misguided annoyed attitude. The study concludes that students in public secondary schools who have experienced child sexual abuse do worse academically. According to the study’s findings, parents, school administrators, and teachers should collaborate when treating abused students to assist them in overcoming their difficulties and enhancing their social and academic performance. In addition, the education stakeholders and relevant ministries (Police, Child and Social Welfare, and the Ministry of Education and Training) should assist in decreasing child abuse from the grassroots level.