Apport des activités psychosociales à la résilience et à l’amélioration des performances scolaires des élèves déplacés internes (EDI) au Burkina Faso

Abstract

Abstract

Education for all remains a challenge in Burkina Faso. Faced with terrorist attacks since 2015, the country has been affected and the education sector has been hit hard by the closure of thousands of schools, making access and maintenance problematic. This situation pushes populations to move massively to safer areas and their children to return to other educational establishments. These Internally Displaced Students (EDI) need support, on a material, social and psychological level. To meet these needs, the government has implemented the National Strategy for the Education of Students in Areas with High Security Challenges (SSEZDS). However, despite the measures taken by the State for the educational integration of students affected by terrorism and also for their resilience, the observation is that many EDIs wander the streets of certain cities offering themselves to beg. Those who were able to be reintegrated into establishments unfortunately experience adaptation difficulties marked by a lack of resilience negatively influencing their academic performance. Faced with these difficulties, we wondered about the contribution of an association of psychosocial activities to the SSEZDS to improving the resilience and academic performance of EDI. The objective of this study is to analyze the contribution of psychosocial activities to the resilience and academic performance of EDI in reception establishments. Data collection took place in the CEB of Fada N’Gourma 2 in the eastern region of Burkina Faso where the security situation is dire. The results of this research show that EDI who benefit from psychosocial activities have a high level of resilience and good academic results.

Keywords: Internally Displaced Students, stress, psychosocial activities, Well-being, Resilience