Power Imbalance and the Psychosocial Maladjustment Among Adolescent Students in Secondary Schools in Cameroon

Aim: Nowadays, the rate at which adolescent students victimize others is alarming. This study investigated the relationship between power imbalance and psychosocial maladjustment among adolescents in secondary schools in Cameroon. Methods: A mixed-methods approach was employed, utilizing purposive and stratified sampling, to recruit 577 students, 12 school counselors, and 12 discipline masters/mistresses from selected secondary schools in four regions of Cameroon. Data were collected via student questionnaires, focus group discussions, and key informant interviews. Quantitative data were analyzed using cross-tabulations and correlation tests, while qualitative responses were thematically examined. The instruments used for data collection included a closed-ended questionnaire for students, a focus group discussion with students, and interviews with counsellors and discipline masters/mistresses. Their age was nine to eighteen, from four school types, and four Regions of Cameroon. Results: Findings showed that power imbalance significantly predicts psychosocial maladjustment (P < 0.001). The positive sign of the correlation (R = 0.581**) implied that adolescents are more likely to suffer psychosocial maladjustments when there is a persistent display of power imbalance in the school environment. Conclusion: The study concludes that addressing power imbalance is critical to reducing psychosocial distress among adolescents. Recommendation: It is recommended that schools implement structured peer-support systems and provide regular psychosocial training for staff and students.