The impact of domestic violence on student academic achievement: a case study of six schools in Ryakarimira town council, Kabale district

Abstract

This study examined the effect of domestic violence on the academic performance of secondary school learners in Ryakarimira Town Council, Kabale District, Uganda. Anchored in Bronfenbrenner’s Ecological Systems Theory, the research investigated the distinct impacts of physical, emotional, and sexual violence on students' grades. A quantitative, cross-sectional survey design was employed, using a researcher-administered questionnaire to collect data from 64 learners selected through proportionate stratified and simple random sampling. The analysis revealed a strong, statistically significant negative relationship between domestic violence exposure and academic performance. Pearson correlation coefficients indicated strong inverse relationships with academic marks for total violence (r = -0.888), physical violence (r = -0.847), emotional violence (r = -0.818), and sexual abuse (r = -0.627). Multiple linear regression analysis confirmed that both physical violence (β = -7.61, p<0.001) and emotional violence (β = -5.43, p<0.001) were significant independent predictors of lower academic performance. While sexual abuse was correlated with poorer outcomes, its unique effect was not statistically significant in the multivariate model, suggesting its impact may be mediated by co-occurring violence forms or deeper trauma. A notable gender disparity was observed, with male students scoring significantly higher on average than females; however, this difference was no longer significant when controlling for violence exposure, implying that differential violence experiences may underlie the performance gap. The study concludes that domestic violence significantly undermines learners' academic achievement, with physical and emotional violence having particularly detrimental independent effects. Recommendations include implementing school-based identification and support systems, developing targeted psychosocial programs, conducting community sensitization campaigns, and integrating child protection into teacher training. Future research should employ longitudinal and qualitative designs to explore causal pathways and lived experiences in greater depth.