Psychoeducational intervention for childhood aggression among primary schools pupils in Enugu State

Abstract

This study investigates the impact of a psychoeducational intervention on reducing aggression among primary school pupils in Enugu State, Nigeria. Childhood aggression disrupts academic and social environments, affecting children’s development and peer relationships. To address this, a structured intervention was designed, integrating cognitive-behavioral techniques, social skills training, and emotional regulation strategies to help children manage anger, resolve conflicts, and foster empathy. A quasi-experimental design with pre- and post-assessments was employed, involving 120 pupils identified by teachers as exhibiting aggressive behaviors. Participants were divided into intervention and control groups, with the intervention group receiving eight weeks of structured sessions. Results indicate a significant reduction in aggression and improvement in social behavior among pupils in the intervention group, as reported by teachers. Gender differences in response to the intervention suggest that boys and girls may benefit from tailored approaches. The findings highlight the effectiveness of psychoeducational programs in managing childhood aggression and underscore the importance of teacher involvement in supporting behavior change. This study contributes to the evidence supporting school-based interventions for aggression management and recommends further research on long-term impacts and gender-responsive strategies for broader applicability in diverse educational settings.