This research study explored the lived experiences, challenges, and coping strategies of secondary school learners living in child-headed households (CHHs) in Kagiso Township. Using a qualitative research design, semi-structured interviews were conducted with five learners from two secondary schools to collect indepth data from the selected participants. The study was guided by Bronfenbrenner's ecological systems theory, which asserts that an individual's development is shaped by five interrelated environmental systems: the microsystem, mesosystem, exosystem, macrosystem, and chronosystem. These systems encompass the individual's immediate environment, such as family and school, as well as broader societal and cultural influences, with all levels interacting to influence development.
The research aimed to examine the interaction of social, emotional, and academic factors within learners' environments. The findings indicate that learners in CHHs encounter considerable challenges, such as food insecurity, financial instability, academic challenges, absence of adult guidance, and emotional distress. Participants exhibited resilience in the face of adversities through peer support, engagement in faith-based activities, and involvement in after-school programs such as soccer. The study emphasised the essential contributions of teachers, social workers, and community organisations in providing emotional and material support. The findings highlight the necessity for comprehensive interventions that integrate psychosocial, educational, and community-based support to enhance the well-being and academic performance of learners who are heads of households.
- Experiences of secondary school learners living in child-headed household in Kagiso township
- Tshegofatso Lebogo
- Nancy Phyllis Makhosazane Mabaso - University of Johannesburg
- University of Johannesburg; Master of Education (M.Ed.)
- Master of Education (M.Ed.), University of Johannesburg
- 9963697007691
- University of Johannesburg
- University of Johannesburg; Faculty of Education; Department of Educational Psychology
- English
- Thesis