Abstract:

Psychological stability and wellbeing are a basic component in ensuring quality education at all levels. A study was conducted on the psycho-academic adjustment and achievement of students in the context of post terrorist attack scenario at an Army Public School (APS) in Peshawar, Pakistan. The aims of the study were to examine teachers’ perspectives on the academic adjustment of students after APS attack and to explore the psychological adjustment of students in the post APS attack scenario. The sample consists of a random sample of 30 teachers of the Army Public School, Peshawar. The data was collected through validated close ended questions in a questionnaire with a five-point Likert scale. The data was analyzed through Chi-square statistics. The results of the study reveal that students’ grades were improved positively after APS attack, the least percentage of failures in the class was recorded and high disciplinary issues were also recorded. The study recommended that the government provide proper guidance and counseling sessions for children and other victims. Teachers could be trained to provide first aid, guidance and mentoring to minimize the harmful effects of a terrorist attack.

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