Emotional/Psychological Abuse and Social Behavior among Secondary School Students in Rutongo Parish, Rwanda

ABSTRACT Domestic violence remains a significant public health and human rights concern, with emotional and psychological abuse recognized as one of its most pervasive yet under-addressed forms, particularly among adolescents. This study investigated the impact of emotional/psychological abuse exposure on the social behavior of students in two selected secondary schools in Rutongo Parish, Rwanda. Anchored on Social Learning Theory and Ecological Systems Theory, the study adopted a mixed-methods approach using an explanatory sequential design. A sample of 273 students was drawn from a target population of 853 using stratified random sampling and Yamane's (1967) formula, while 27 students and key informants were purposively selected for qualitative interviews. Quantitative data were collected using a structured questionnaire and analyzed using descriptive statistics and ordinal logistic regression in SPSS version 23, while qualitative data were analyzed thematically. Findings revealed that 35.8% of respondents were exposed to verbal hostility between family members, 28.3% experienced fear during household conflicts, and 18.9% reported emotional neglect. Regression results showed that emotional neglect was the strongest and most consistent predictor of negative social behavior, significantly increasing the odds of aggression (OR = 1.51, p = .001), anger-control difficulties (OR = 1.46, p < .001), and school rule-breaking (OR = 1.50, p < .001), while sadness and anxiety also significantly predicted these outcomes. Qualitative narratives confirmed that emotionally abused students experienced withdrawal, low self-esteem, poor concentration, and reluctance to engage socially. The null hypothesis that emotional/psychological abuse exposure has no significant effect on social behavior was therefore partially rejected. The study concludes that emotional abuse, especially neglect, substantially undermines adolescents' psychosocial adjustment and recommends strengthened school-based counseling, parental sensitization, and family-centered interventions to mitigate its effects.