Positive Emotional Well-Being and Attachment Security among Adolescents in Selected Secondary Schools in Baidoa District, Somalia

Abstract

Adolescence is a period in which emotional functioning and close relationships develop side by side. In fragile settings, however, positive emotional strengths are often discussed less than distress and risk. Objective: This study examined the relationship between positive emotional well-being and attachment security among adolescents in selected secondary schools in Baidoa District, Somalia. Methodology: A convergent parallel mixed-methods design was combined with a correlational approach. Survey data were obtained from 360 adolescents drawn from six secondary schools, while interviews with students, teachers, school administrators and education officers provided contextual explanation. Positive emotional well-being was measured through happiness, self-acceptance, purpose in life and emotional regulation ability. Attachment security was assessed through trust, emotional connectedness and relationship stability. Descriptive statistics and Pearson correlation were used for the quantitative analysis, and interview material was analyzed thematically. Results: All four positive emotional well-being dimensions were positively and significantly related to attachment security. Emotional regulation showed the strongest relationship (r = .768, p < .01), followed by purpose in life (r = .735, p < .01), self-acceptance (r = .701, p < .01) and happiness (r = .682, p < .01). Interview participants linked calm responses during disagreement, future direction, self-acceptance and supportive school relationships with trust and more stable interpersonal bonds. Conclusion: Positive emotional well-being is closely associated with attachment security among school-going adolescents in Baidoa, although the cross-sectional design does not establish causation. Implications: School social work and psychosocial programmes should give practical attention to emotion regulation, goal setting, supportive teacher-student communication, peer support and referral pathways rather than relying only on general messages about happiness.