Impact of psychosocial problems on scholastic and co-scholastic performance among the school-going adolescents of Aligarh, India

Background: Adolescence is a critical developmental period during which psychosocial factors significantly impact academic functioning. Scholastic performance is not only an indicator of educational achievement but also reflects adolescents' psychosocial well-being. Objective of the study was to assess scholastic and co-scholastic performance and its relation with psychosocial problems among school-going adolescents. Methods: A school-based cross-sectional study was conducted among school going adolescents using a structured demographic proforma, school based scholastic and co-scholastic performance grades assigned by teachers, and a standardized psychosocial problem assessment scale (Y-PSC scale). Descriptive and analytical statistics were used to examine associations. Results: Psychosocial problems were significantly associated with poorer scholastic performance. Adolescents with greater psychosocial problems demonstrated reduced academic functioning. Co-scholastic factors, including regularity and discipline also showed a significant relationship with adolescent psychosocial problems and their academic performance. Conclusions: Psychosocial problems are closely related to both scholastic and co-scholastic performance among school-going adolescents. Researchers usually understand Academic difficulties within a broader psychosocial framework rather than as isolated educational issues.