AI-enabled school management dashboards for the early identification of student mental-health risks in secondary schools in the federal capital territory, Abuja

Victoria Chinyere Wilson-Woko; Benjamin  Nasara; Mary Chinyere Chukwu; Joy Abosede Peter; Felix Emeka Iyala

doi:10.32674/fdm79p37

Authors

Victoria Chinyere Wilson-Woko Veritas University, Abuja
Benjamin Nasara Veritas University, Abuja
Mary Chinyere Chukwu Veritas University, Abuja
Dr. Joy Abosede Peter Veritas University, Abuja https://orcid.org/0000-0003-4435-3417
Dr. Felix Emeka Iyala Veritas University, Abuja https://orcid.org/0000-0002-3311-8633

DOI:

https://doi.org/10.32674/fdm79p37

Keywords:

Artificial Intelligence in Education, Nigeria, school management dashboards, secondary schools, student mental health, early identification

Abstract

Adolescent mental health is a growing concern in secondary schools worldwide. In Nigerian schools, systematic mechanisms for the early detection of psychological risk remain limited, with most institutions continuing to rely on informal observation and crisis-driven referrals. This study examined the influence of artificial intelligence (AI)-enabled school management dashboards on the early identification of student mental health risks in selected private secondary schools in the Federal Capital Territory (FCT), Abuja, Nigeria. A descriptive survey research design was adopted. A researcher-developed AISMMH questionnaire, validated by subject experts, was used to generate responses from 472 respondents. Multiple linear regressions revealed that AI-driven data indicators significantly predicted early mental health risk identification.

Author Biographies

Victoria Chinyere Wilson-Woko, Veritas University, Abuja

Victoria Wilson-Woko is an inclusive education practitioner and emerging researcher with interests in educational technology, school leadership, and student well-being. Her work explores the use of data-informed and digital tools to support decision-making in secondary school settings.

This publication is based on a course-based research project completed in partial fulfillment of academic requirements and reflects her broader interest in the ethical and practical application of technology in education.
Benjamin Nasara, Veritas University, Abuja

Benjamin Nasara is an education practitioner and emerging researcher with a postgraduate degree in Guidance and Counselling. He is a co-author on this study, which is based on a course-based research project completed in partial fulfilment of academic requirements. His interests include student mental health, psychosocial support, and counselling-informed approaches to promoting student well-being in secondary school settings.
Mary Chinyere Chukwu, Veritas University, Abuja

Mary Chinyere Chukwu is a postgraduate student of educational management, and an emerging researcher with interests in educational leadership, school management systems, and student well-being. She is a co-author on this study, which is based on a course-based research project completed in partial fulfilment of academic requirements. He research interest focus on the use of Ai-enabled school management dashboards and and data-driven indicators such as attendance, academic, behavioural data, to support early identification of mental-health risks among secondary school students.
Dr. Joy Abosede Peter, Veritas University, Abuja

Joy Abosede Peter (Ph.D) is a lecturer at Veritas University, Abuja. She is a highly motivated researcher with expertise in educational technology, curriculum design, and learning outcomes. She has a proven track record of publishing impactful studies and collaborating with educators to drive innovation. She is passionate about harnessing technology to enhance teaching and learning experiences.
Dr. Felix Emeka Iyala, Veritas University, Abuja

Felix Emeka Iyala (Ph.D.) is a lecturer in the department of Educational Foundations, Faculty of Education, Veritas University, Abuja, Nigeria. He holds a Ph.D in Educational Administration and Planning and has research interests in school management, educational finance, and management information systems. He has published widely and is a fellow of the Association of Educational Management and Policy Practitioners (A'EMAP).

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