Psychological Assessment Practices and Learning Support Needs Identification in Secondary Schools in Ogun State

This study investigates the psychological assessment practices used to identify learning support needs among secondary school students in Ogun State, South West Nigeria. Accurate identification of students who require additional academic and psychological support is fundamental to educational equity, yet assessment practices in Nigerian secondary schools are frequently informal, inconsistent, and unsupported by qualified professionals. The study employs a descriptive survey design, involving 150 school counsellors and 30 school psychologists from fifteen secondary schools across Abeokuta South and Sagamu Local Government Areas. The Psychological Assessment Practices Questionnaire and the Learning Support Needs Identification Accuracy Scale were developed and validated for the study. Data were analysed using descriptive statistics, chi-square tests, and qualitative content analysis. Findings reveal that most schools rely on teacher referral and academic performance records as the primary means of identifying learning support needs, with standardised psychometric assessment used rarely. Counsellors in schools with dedicated psychological services reported significantly higher accuracy in identifying diverse support needs, including learning disabilities, emotional disorders, and giftedness. Resource constraints and lack of standardised test materials were cited as key barriers. These findings support calls for a structured psychological assessment framework within Nigeria's secondary education system. The Ogun State Secondary Schools Management Board should partner with universities to establish assessment outreach services and supply validated assessment tools to secondary schools across the state. Keywords: psychological assessment, learning support, secondary school, Ogun State, school psychology.