ANXIETY AMONG SECONDARY SCHOOL STUDENTS IN A PASTORALIST COUNTY: PREVALENCE AND CAUSES OF ANXIETY IN SAMBURU COUNTY, KENYA

Abstract

Anxiety has emerged as one of the most prevalent mental health concerns affecting adolescents globally, yet its expression among learners in marginalised pastoralist communities of sub-Saharan Africa remains poorly documented. This study examined the levels and causes of anxiety among secondary school students in Samburu County, Kenya, a region characterised by persistent academic underperformance, socio-economic precarity, and distinctive cultural dynamics. Guided by Cognitive Behavioral Theory and Socio-Cultural Theory, the study adopted a concurrent mixed methods design. Quantitative data were gathered from 292 students using the Generalized Anxiety Disorder 7 item (GAD-7) scale and a structured Likert questionnaire, while qualitative data were drawn from focus group discussions with students across eight purposively stratified schools. Descriptive statistics summarised anxiety levels and causes, and thematic analysis was applied to the qualitative material. The findings revealed that 25.1% of students experienced moderate to severe anxiety, a clinically significant minority requiring psychological support. The GAD-7 results indicated that 40.5% of students reported minimal anxiety and 34.3% reported mild anxiety. Item level analysis revealed pronounced anticipatory anxiety about future academic success, salient test related physiological symptoms, and frequent feelings of being overwhelmed by academic workload. The strongest causes of anxiety were fear of poor grades and high-performance expectations, each endorsed by more than 80% of respondents, followed by inadequate preparation, ineffective orientation, and interpersonal stressors including peer pressure, parental disapproval, and teacher harshness. Qualitative findings situated these pressures within fee insecurity, gendered family expectations, and a cultural reluctance to disclose distress. The findings suggest that adolescent anxiety in this setting is co-produced by cognitive appraisals and socio-cultural conditions, underscoring the need for culturally responsive, school based mental health support.