PERCEIVED INFLUENCE OF PLANNING EMERGENCY EDUCATION PROGRAMS ON THE PSYCHOSOCIAL SUPPORT  OF INTERNALLY DISPLACED PERSONS (IDPs)  IN BENUE STATE

Authors

  • Fanan Abigail Gire Ph.D.   Department of Educational Foundations, Faculty of Education, Rev. Fr. Moses Orshio Adasu University, Makurdi-Nigeria Author
  • Ezekiel Hanior Ph.D. epartment of Educational Foundations, Faculty of Education, Rev. Fr. Moses Orshio Adasu University, Makurdi-Nigeria Author

Keywords:

Emergency education, Internally Displaced Persons (IDPs), Social cohesion, Mental health, Psycho-social support, Benue State, Nigeria.

Abstract

This study investigated the perceived influence of emergency education programs on the psycho-social support of Internally Displaced Persons (IDPs) in Benue State, Nigeria. Specifically, it examined how such programs will influence social cohesion and mental health, and identified strategies for improving program planning to enhance these outcomes. The study adopted a descriptive survey design involving 1,644 respondents randomly selected from a population of 82,179 IDPs across 197 camps, using a self-structured instrument titled; Planning Emergency Education Programs and PsychoSocial Support of IDPs Rating Scale (PEEPPSSIRS). Data were analyzed using descriptive statistics of mean and standard deviation to answer research questions; while and Chi-square tests of goodness of fit was used to test hypotheses at a 0.05 significance level. Findings revealed a significant perceived influence of emergency education programs on both social cohesion and mental health among IDPs. Respondents agreed that well-planned educational activities foster cooperation, reduce intracommunity conflict, and rebuild social trust. Similarly, access to emergency education was perceived to contribute positively to mental well-being, reduce depression, and support psychological recovery. Strategies such as involving IDPs in planning, integrating feedback, collaborating with mental health professionals, and ensuring cultural sensitivity and educator training were also identified as critical for enhancing program effectiveness. All hypotheses tested were rejected, confirming the significance of the perceived impacts. The study concludes that emergency education programs play a crucial role in promoting social cohesion and mental health among IDPs. It recommends deliberate integration of psychosocial components and participatory planning approaches to ensure relevance, sustainability, and emotional recovery for displaced populations.

 

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Published

2026-07-12

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How to Cite

PERCEIVED INFLUENCE OF PLANNING EMERGENCY EDUCATION PROGRAMS ON THE PSYCHOSOCIAL SUPPORT  OF INTERNALLY DISPLACED PERSONS (IDPs)  IN BENUE STATE. (2026). Scientific Journal of Educational Management, Research and Law, 7(2), 152-163. https://journals.aemapp.org/index.php/SJEMRL/article/view/502

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