Psychosocial Rehabilitation and School Reintegration of Formerly Displaced Children in Adamawa State

This study explores psychosocial rehabilitation strategies and their role in the successful school reintegration of formerly displaced children in Adamawa State, North East Nigeria. Displacement due to armed conflict and communal violence has affected hundreds of thousands of children in North East Nigeria, interrupting their education and exposing them to severe psychological trauma. The study employs a mixed-methods design, involving 130 formerly displaced children aged 8 to 16 enrolled in reintegration schools and 30 teachers and counsellors from six schools in Yola North and Gombi Local Government Areas. The Child PTSD Symptom Scale, a school reintegration readiness checklist, and semi-structured interviews were used. Quantitative data were analysed using descriptive statistics and Pearson correlation, while qualitative responses underwent thematic coding. Findings reveal that children with lower PTSD symptom levels at the time of reintegration showed better academic adjustment, though psychosocial support at school significantly moderated the relationship between initial trauma and reintegration outcomes. Structured daily routines, expressive arts therapy, and peer buddy systems were identified as the most effective in-school rehabilitation components. Teachers trained in trauma-informed practices reported greater confidence in supporting reintegrating students. The Adamawa State Government, in collaboration with UNICEF and State Emergency Management Agency, is urged to develop standardised psychosocial support protocols for all schools receiving displaced children and to ensure consistent counsellor presence throughout the reintegration period. Keywords: psychosocial rehabilitation, school reintegration, displaced children, Adamawa State, trauma-informed education.