Date of Conferral

8-7-2026

Date of Award

August 2026

Degree

Ph.D.

School

Health Sciences

Advisor

Richard Jimenez

Abstract

Sickle cell disease (SCD) is a lifelong genetic condition significantly impacting the physical, emotional, and social health of those affected. Nigeria has one of the highest global burdens of SCD, yet there is limited research on the psychosocial experiences of secondary school students living with SCD in educational settings. This qualitative study explored these experiences among students in Lagos State, Nigeria. Using the social ecological model and interpreted through the social model of disability, the study examined how school environments, educational practices, and institutional support influenced students' psychosocial well-being and perceived health. Twenty secondary school students participated in 4 in-person focus groups, with data analyzed through thematic analysis. Results showed inconsistent institutional support in areas such as physical activity, the built environment, school accommodations, recovery from missed classes and exams, and future aspirations. Participants noted a lack of awareness about formal policies and observed that support often depended on individual teachers rather than standardized procedures. Students faced considerable psychosocial challenges and voiced concerns regarding education, employment, relationships, and overall quality of life. Despite demonstrating resilience through family, faith, and personal strength, they emphasized the need for stronger institutional and societal support. These insights could guide efforts to promote positive social change by informing educational policies, improving teacher training, and fostering collaboration between education and health sectors to create more inclusive schools and enhance the psychosocial well-being, health, and outcomes of secondary students with SCD in Nigeria.

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