Identity in crisis: Juvenile delinquency among secondary school adolescents through a psychosocial lens

Abstract

With the growing prevalence of juvenile delinquency, especially among adolescent secondary school students, understanding the educational and psychosocial factors becomes increasingly complex and important. This study sought to identify these risk factors contributing to the delinquent behavior of students in government secondary schools. Based on Erikson’s psychosocial theory, the study sought to understand the interaction of school experiences with identity-related challenges and how they express in the form of delinquent behavior. The study adopted a qualitative approach where, through purposive sampling, equal numbers of students who were in grades 9 and 10, aged between 13–17 years, were sampled from urban and rural government secondary schools. Data were collected through semi-structured interviews and subjected to thematic analysis. Findings reported that academic disengagement, identity confusion, delinquent peers, psychological distress, and perceived injustices of the system cumulatively exposed adolescents to greater risks of exhibiting delinquent behavior. The study called for the implementation of school-based preventive interventions. Specifically, the study suggested the establishment of supportive teacher-student relationships, and the establishment of balanced disciplinary practices as well as the implementation of school-based mental health services. These psychological services are aimed at the prevention of the development of delinquent behavior among students.