Assessment of Socio-Emotional Skill of Pupils Living in Orphanage Homes in Kwara State, Nigeria

The development of socio-emotional skills is crucial for pupils’ academic success, social integration, and psychological well-being, particularly for vulnerable populations such as orphans. This study assessed the socio-emotional skills of pupils living in orphanage homes in Kwara State, Nigeria. A descriptive survey design was employed. The population comprised 835 primary school pupils residing in 18 registered orphanage homes across the state. The target population was 146 pupils in upper primary classes, selected using census sampling due to the manageable size. Data were collected using a self-constructed instrument titled Pupils’ Socio-Emotional Skill Rating Scale (PSESRS), completed by teachers. The instrument contained 20 items rated on a 4-point Likert scale. Face and content validity were confirmed by experts in educational psychology. A pilot study yielded Cronbach’s alpha reliability coefficient of 0.88, indicating high internal consistency. Descriptive statistics (mean, standard deviation) were used to answer research questions, while t-tests and ANOVA tested hypotheses at the 0.05 significance level. Findings revealed a high level of socio-emotional skills among the pupils (M = 3.31). No significant differences were found based on gender (t = 0.192, p > 0.05) or school location (t = -0.246, p > 0.05), but a significant difference existed based on duration of stay in the orphanage (F(2,142) = 7.864, p < 0.05). Pupils with longer stays exhibited higher socio-emotional competence. The study concluded that stable, structured orphanage environments foster strong socio-emotional development. Recommendations include continuous caregiver training, early intervention for new intakes, and incorporating structured socio-emotional learning programs into orphanage education systems.