The Influence of Sexting on the Psychological Health of Students in Day Secondary Schools in Vihiga County

This study investigated the influence of sexting on the psychological health of students in day secondary schools in Vihiga County. The study was guided by two theories: the Social Dominance Theory developed by Jim Sidanius and Felicia Pratto (Macchia & Radke, 2020) and Erick Erickson’s psychosocial theory (Orenstein, 2022). A mixed-methods concurrent triangulation design combining quantitative data from student responses with qualitative data from interviews involving deputy principals and teachers in charge of guiding and counselling was used. The study’s accessible population comprised all students, teachers in charge of Guiding and Counselling and deputy principals in day secondary schools in Vihiga County, located in the Western Region of Kenya. A multi-stage sampling strategy comprising both simple and purposive sampling techniques was used to select participants for the study. A sample of 377 students, 13 teachers in charge of Guiding and Counselling, as well as 13 deputy principals, was determined. Quantitative results showed that sexting led to adverse psychological and behavioural problems among students (M = 4.40, SD = 0.91, β = 0.668, p = 0.027). Embarrassment, worry, social withdrawal and sleep disruption as a result of exposure to sexting were common. An analysis of the qualitative findings revealed that victims of sexting often felt embarrassed, humiliated and angry, leading to social withdrawal and loss of interest in school activities. Both the quantitative and qualitative findings highlighted the profound psychological impact of sexting on students. The study concludes that sexting is a strong predictor of embarrassment, low self-esteem, sleep disturbances and anxiety, particularly when sexually explicit content was shared without consent. The study recommends responsible internet usage and parental involvement in their children’s internet lives.