The effects of integrated communication approaches on the academic performance and well-being of rehabilitated pupils of Ntinda Primary School Nakawa Division, Kampala, post - Covid 19 lockdown: A comparative study

Integrated communication approaches have been known to be used as rehabilitation techniques for people in communities. The extent of their effect varies from communities to individuals for which based the foundation for this research. The study aimed at identifying the integrated communication approaches used to rehabilitate pupils’ post the COVID 19 school lockdown and to determine the effects of communication approaches on the academic performance of pupils and their mental health (psycho-social behaviour). A qualitative research design of narratives with phenomenological techniques was utilized to explore how participants perceived their experiences through storytelling and described changes they underwent after being counselled, mentored, and engaging with educative literature post-lockdown. Results revealed that counseling boosted morale for studying and reduced absenteeism, mentorship improved social behavior and discipline among children whilst educative literature reduced mental health concerns and fostered better academic performance. The study concluded that integrated communication approaches used in rehabilitation of pupils were effective in fostering positive relationships among children, peers, teachers, parents, and guardians, ultimately enhancing the well-being of pupils and improving their mental health. Policy makers, government, civil society and academic institutions should incorporate these approaches to contribute to the well-being of pupils and in extra co-curriculum school activities.