Psychosocial challenges faced by vulnerable learners in selected primary schools in KwaZulu-Natal, South Africa
TL;DR
It is concluded that maltreatment in the form of neglect and emotional and physical abuse lead to the poor psychosocial well-being of vulnerable children, which in turn affects their academic performance in school.
Abstract
Background: Vulnerable learners in primary schools often face a plethora of psychosocial challenges, which impact their academic performance. Globally, the number of vulnerable children in schools is increasing drastically, with sub-Saharan Africa reporting the highest prevalence. Aim: This study explores the psychosocial challenges faced by vulnerable children in schools, particularly orphaned and neglected children in KwaZulu-Natal, South Africa. Setting: The study was conducted in 26 primary schools under the Esikhaleni Senkosi Circuit within King Cetshwayo District. Methods: Guided by an interpretivist research paradigm, the researchers adopted a qualitative approach using exploratory and descriptive research designs. Data were collected through semi-structured interviews with 12 purposively selected school social workers from 26 primary schools within the Esikhaleni Senkosi Circuit. The thematic data analysis method was used to analyse the data. Results: Findings reveal maltreatment in the form of neglect and emotional and physical abuse as prominent problems facing vulnerable school children. Other problems cited include financial constraints, malnutrition, lack of birth certificates, bullying and low self-esteem. Conclusion: The study concludes that these problems lead to the poor psychosocial well-being of vulnerable children, which in turn affects their academic performance in school. Contribution: This study is in line with Sustainable Development Goal number 4: Quality Education, which advocates for creating supportive environments that nurture the mental and emotional growth of school learners.