The Role of Perceived Family Support, Teacher/School Support, and Access to School Counselling/Resources on Academic Resilience among Secondary School Students in by Abeokuta, Ogun State

Abstract

Academic resilience, defined as the ability of students to overcome challenges and persist in the face of academic stressors, is influenced by multiple sources of social support. This study examined how perceived family support, teacher/school support, and access to school counselling and resources contribute to academic resilience among secondary school students in Abeokuta, Ogun State, Nigeria. A quantitative survey research design was employed, and a multistage sampling technique was used to select 360 students from three local government areas (Abeokuta North, Abeokuta South, and Odeda) and twelve secondary schools. Standardised instruments, including the Academic Resilience Scale (ARS-30), the Multidimensional Scale of Perceived Social Support (MSPSS), and a structured counselling/resources checklist, were administered to measure the variables. Data were analysed using descriptive statistics, Pearson correlations, and multiple regression analysis. Findings revealed that perceived family support, teacher/school support, and access to school counselling/resources each positively predicted academic resilience, with family support emerging as the strongest individual predictor. Collectively, these factors accounted for a substantial proportion of the variance in students’ academic resilience, indicating the complementary effects of home, school, and institutional support. The study concludes that enhancing students’ resilience requires integrated interventions that strengthen family engagement, supportive teacher-student relationships, and accessible school counselling services. Recommendations include targeted family-school collaboration programmes, teacher mentorship initiatives, and expanded counselling resources to foster adaptive coping and persistence in academic settings.