Self-Perception, Behavioural, and Peer Relationship Problems in Adolescents in Public Schools of Karachi

Abstract

Purpose: This is a pilot study that observes the interchange of self-perception, behavioural problems, and peer relationship challenges among adolescents in Karachi's public schools, where socioeconomic challenges, cultural pressures, and limited mental health resources intensify susceptibilities, leading to reduced academic performance and well-being. The research aims to investigate the interconnections of self-perception, peer relationships, and behavioural issue. It also evaluates behavioural modifications in educational settings and identifies prompting factors while recommending school-based interventions to foster resilience. A qualitative approach was applied, in which initially surveys were conducted to identify the targeted audience followed by semi-structured interviews with students aged 13-18 years old and a few teachers from the public sector. Data collection took place during October-December 2025, with thematic analysis used for transcriptions to gain qualitative insights, accompanied by survey metrics. This thematic analysis unveiled three interconnected themes: (1) socioeconomic and familial constraints (e.g., language barriers, financial burdens and development of inferiority complexes); (2) gendered differences (e.g., boys' after-school work, girls' household chores reducing academic motivation); and (3) support system gaps (e.g., lack of parental involvement declining teacher efforts). These factors cyclically weaken self-perception, strengthen anxiety/depression, and hinder peer relations, aligning with prior studies on resource-limited Pakistani contexts. Implement targeted interventions, including regular self-perception workshops, scheduled behavioural support sessions, anti-bullying peer systems, and parent-teacher relations to address socioeconomic influences. These holistic strategies can enhance mental health literacy and resilience, informing policy for unbiased school environments.