PILOTAGE DES ETABLISSEMENTS SECONDAIRES ET DERIVE NUMERIQUE: POUR UN MODELE DE PLANIFICATION INCLUSIVE DU BIEN-ETRE SCOLAIRE EN ZONE SAHELIENNE (BENOUE)

Abstract In the Bénoué department, the management of secondary schools, both public and private, faces the massive influx of mobile technologies, leading to a digital drift that undermines academic performance indicators. This article examines the shortcomings of current planning systems in the face of the “head-down generation” phenomenon and the invisible attrition it produces. Using a mixed-methods approach, combining a quantitative survey of 300 students with qualitative interviews of 15 school principals, the study reveals that school administration, lacking appropriate regulatory frameworks, oscillates between ineffective repression and functional disengagement. The findings highlight a direct correlation between the absence of digital planning and the erosion of academic perseverance, demonstrating that this attrition is not a technical inevitability but rather the result of a deficit in strategic leadership. As a remedy, the article proposes a model of “inclusive well-being planning.” This new governance paradigm in the Sahelian context integrates usage regulation, digital mediation, and psychophysiological monitoring of learners, aiming to transform technology into a lever for resilience and academic success.