INFLUENCE OF PARENTAL DEPRIVATION ON CONDUCT DISORDERS AND ACADEMIC ACHIEVEMENT AMONG CHILDREN IN PUBLIC PRIMARY SCHOOLS IN MASABA SOUTH, KISII COUNTY, KENYA

Abstract

Parental deprivation is characterized by an unsatisfactory relationship between parents, resulting in children not receiving adequate food, love, care, safety, belonging, education, attention, health needs and shelter. In such situations, some parents resort to alcoholism, divorce, negligence, separation, loss of work, children abandonment, disillusionment, and abject poverty among other psycho-social-economic adversities. This study aimed to determine the prevalence of parental deprivation indicators, identify conduct disorder characteristics, investigate the influence of parental deprivation on conduct disorders, and establish the relationship between parental deprivation and academic achievement. The study was guided by John Bowlby’s attachment theory (1952) and Abraham Maslow's Hierarchy of Needs theory (1970). Utilizing a correlational cross-sectional study design. The target population was children in grades 4 and 5 with a sample size of 323. Results revealed a high prevalence of parental deprivation, with significant deficits in necessities, safety, shelter, educational resources, and parental care. Most children reported problems with clothing (95.1%), food (98.8%), safety (65.9%), shelter (34.7%), education (87.3%), quality time with parents (88.2%), and parental discipline (83.6%). Conduct disorders such as anxiety, depression, aggressiveness, withdrawal, and social problems were prevalent among children. Multivariable regression analysis showed significant associations between parental deprivation and conduct disorders. Children whose parents were separated exhibited higher levels of anxiety and depression, with a 4.1 unit increase in anxious or depressed scores (Adjusted β = -4.1, 95% CI [-4.6, -3.6], p < .001). Material deprivation, including difficulties in providing clothing and food, was linked to increased conduct disorder scores, specifically a 2.6 unit increase for clothing issues (Adjusted β = 2.6, 95% CI [1.5, 3.7], p < .001) and a 2.1 unit increase for food issues (Adjusted β = 2.1, 95% CI [0.1, 4.0], p = .041). Emotional factors, such as feeling loved, were associated with a decrease in conduct disorder scores, including a 0.6-unit decrease in anxiety or depression (Adjusted β = -0.6, 95% CI [-1.0, -0.1], p = .029) and a 0.4 unit decrease in withdrawal (Adjusted β = -0.4, 95% CI [-0.8, -0.1], p = .011). Additionally, problems with shelter were associated with a 0.4 unit increase in both withdrawn (Adjusted β = 0.4, 95% CI [0.1, 0.8], p = .026) and social problems (Adjusted β = 0.4, 95% CI [0.1, 0.8], p = .026). Parental deprivation also negatively impacted academic achievement. Grade level (Adjusted β = 0.1, 95% CI [-0.8, 1.0], p = .819) and age (Adjusted β = 0.5, 95% CI [-0.1, 1.0], p = .110) showed no significant associations with absenteeism or grades. However, difficulties affording shelter were a significant negative predictor of grades (aβ = -2.7, 95% CI [-2.8, -2.6], p < .001), while spending quality time with parents positively influenced grades (aβ = 0.4, 95% CI [0.2, 0.6], p < .001). The study demonstrated the need for comprehensive interventions addressing parental deprivation's material and emotional aspects. Recommendations include strengthening social safety nets, enhancing educational resources, promoting positive parenting practices, and addressing economic inequalities. Future research should explore longitudinal studies on parental deprivation and the cultural factors influencing these children's dynamic needs.