BROKEN HOME AND INDISCIPLINEAMONG SECONDARY SCHOOL STUDENTS IN IKA SOUTH LOCAL GOVERNMENT AREA, DELTA STATE, NIGERIA

ABSTRACT This study investigates the relationship between broken homes and indiscipline among secondary school students in Ika South Local Government Area of Delta State, Nigeria. Increasing cases of student misconduct, including truancy, aggression, and defiance of school authority, have raised concerns among educators, particularly in communities where family structures are increasingly disrupted due to separation, divorce, or parental absence. The research adopted a descriptive survey design within a mixed-methods framework, combining both quantitative and qualitative approaches. A total of 360 students from twelve selected public secondary schools were sampled using a multi-stage stratified random technique. The primary instrument for data collection was a structured questionnaire divided into five sections. Quantitative data were analyzed using SPSS version 27, while qualitative responses were coded and analyzed thematically with NVivo 12. Findings revealed a statistically significant relationship between broken home backgrounds and increased incidents of indiscipline among students. Students from broken homes were more likely to exhibit behavioral challenges such as lateness, disobedience, and emotional instability. Furthermore, the study uncovered that the lack of parental supervision and emotional support significantly contributes to these behavioral problems. The study recommends the establishment of functional counseling units in schools, increased parental involvement, and community-based interventions to support students from unstable family environments. It 9 concludes that addressing the root causes of indiscipline requires a collaborative effort between schools, families, and the wider society