Association Between Depression and Self-Reported Academic Outcomes Among Secondary School Students in Kenya

Abstract

Depression negatively impacts students' academic outcomes globally; however, empirical evidence in Kenya remains limited. Nakuru North Sub-County continues to experience low academic achievement despite Kenya mental health policies (Ministry of Health, 2015). This study investigated the influence of depression on academic outcomes among students in public secondary schools in Nakuru North Sub-County, Kenya. This study used a convergent parallel mixed-methods design involving 307 students sampled, 13 class teachers, and 13 school counsellors from 13 public secondary schools. We collected quantitative data through questionnaires and analysed them using descriptive and inferential statistics, including linear regression, ANOVA, and regression analysis. We analysed qualitative data from semi-structured interviews using thematic analysis. The study found a strong negative correlation between depression and academic outcomes (R = -0.756, p < .001). Regression analysis showed depression significantly predicted academic outcomes (B = -.76, t = -20.17, p < .001), explaining 57.1% of the variance in self-reported academic outcomes. Qualitative findings supported these results, with teachers and counsellors reporting reduced motivation, social isolation, irritability, and academic hopelessness. Depressive symptoms were significantly and negatively associated with self-reported academic outcomes among the secondary school students sampled. The findings suggest that school-based mental health support merits strengthening, although policy implementation was not evaluated in this study.