Withdrawal Behaviour and Social Adjustment among Senior Secondary School Students in Sokoto State

This study examined withdrawal behaviour and social adjustment among senior secondary school students in Sokoto State, Nigeria, within the broader context of adolescent psychosocial development. Adolescence is a critical developmental stage marked by emotional, social, and behavioural changes that can influence students’ capacity to adapt to school environments. Using a descriptive survey design of the correlational type, the study targeted 6,161 Senior Secondary School One (SS1) students in Sokoto Metropolis, from which a sample of 365 students was selected through simple random sampling. Data were collected using two adapted instruments: the Depression, Anxiety and Social Withdrawal Scale (DASWS) and the Social Adjustment Scale (SAS-M), both of which demonstrated satisfactory validity and reliability. Two theories were used Erik Erikson’s psychosocial development Theory and Albert Bandura’s social cognitive theory. Descriptive statistics were used to determine the level of social adjustment, while Pearson Product Moment Correlation was employed to test the relationship between withdrawal behaviour and social adjustment at the 0.05 level of significance. Findings revealed that senior secondary school students in Sokoto State generally adjust socially to their school environment, though this adjustment occurs only about half the time. Furthermore, a significant negative relationship was found between withdrawal behaviour and social adjustment, indicating that increased withdrawal is associated with reduced social adjustment. These results underscore the influence of withdrawal behaviours on students’ ability to function effectively within the school social environment. The study highlights the need for targeted psychosocial interventions, including counselling services and supportive school climates, to enhance students’ social adjustment and overall well-being.