War-Trauma and Primary School Dropout: An Urgent Call for Intervention in Northern Bahr-El-Ghazal State, South Sudan
Ddumba Matovu Pius¹, Tabu Lona², Josephine Ssirimuzaawo³
1&2Uganda Martyrs University, 3Nkumba University
https://orcid.org/0009-0009-9588-7532
Email: pdmatovu@umu.ac.ug
Abstract: In this paper, we examined the effect of trauma on school dropout among children in primary schools of Northern Bahr – el – Ghazal State, South Sudan. The study took a cross-sectional descriptive and analytical design. Using a sample of 140 respondents, data was obtained from 100 usable questionnaires collected from children’sschool dropouts. Using statistical program for social scientists (SPSS), the researchers tested and analyzed the hypothesis (War-trauma does not have a relationship with school dropout). The specific objectives of the study were: to determine the level of war-trauma among school dropout children, to assess the level of school drop-out, to establish the influence of war-trauma on school dropout in Northern Bahr – el – Ghazal State primary schools. War-trauma was found to influence school dropout. Study findings based on Standardized Coefficients (beta) present that, lack of state security is significant at b = 0.283 (28.3%) and lack of basic needs contributes less at b = 0.177 (17.7%) to school dropout. Death of parents was surprisingly found not significant. These revelations present the urgency of peace and peace building but also child-safety as priority for nation building and human capital development through avenues of trauma informed mental health safety and education chances for better livelihood of South Sudan. Trauma-informed interventions in South Sudan should integrate protection services, economic empowerment, and gender-sensitive care to support conflict-affected women and girls. Community-based MHPSS, trauma-awareness programmes, and peer support groups can strengthen resilience, healing, and social reintegration. Schools should function as safe spaces through trauma-informed education, psychological first aid, recreational activities, teacher training, and early identification of trauma-related distress among learners.
