Neurodevelopmental Disorders, Academic Failure, and the Development of Self-Concept and Psychopathology: A Study from Northwest Nigeria

ABSTRACTChildren with neurodevelopmental disorders (NDDs) are at heightened risk for academic failure, which may have cascading effects on psychological development, particularly in low-resource settings. This study examined the relationships between NDDs, academic setbacks, self-concept, learned helplessness, and mood disorders among adolescents in Kaduna, Nigeria. A cross-sectional design was employed with a sample of 500 adolescents (aged 12-18) recruited from mainstream and special education schools. Participants were assessed for NDDs (using the Strengths and Difficulties Questionnaire and clinical interview), academic history, self-concept (Piers-Harris 2), learned helplessness (Adapted Learned Helplessness Scale), and symptoms of mood disorders (PHQ-9 & GAD-7). Data were analysed using descriptive statistics, chi-square tests, Pearson's correlations, and hierarchical multiple regression. A total of 112 participants (22.4%) screened positive for a likely NDD. Adolescents with NDDs reported significantly higher rates of repeated academic failure (68.8% vs. 31.2%, χ²=58.34, p<.001), lower self-concept (M=42.1, SD=9.8 vs. M=55.6, SD=8.2, t=12.77, p<.001), higher learned helplessness (M=28.3, SD=6.5 vs. M=18.9, SD=5.1, t=14.22, p<.001), and greater symptoms of depression and anxiety (p<.001). Academic failure significantly mediated the relationship between NDD status and negative psychological outcomes. Repeated academic setbacks significantly contribute to diminished self-concept, learned helplessness, and mood disorder symptoms in adolescents with NDDs in this Nigerian context. Findings underscore the urgent need for inclusive educational interventions and integrated school-based mental health support in sub-Saharan Africa.