Abstract
Afterschool programmes originated in the United States of America for children to be
supervised after school hours. However, they have evolved into safe and conducive spaces
globally that provide children with social, emotional, academic and mentorship support. The
aim of the study was to investigate the lived experiences of vulnerable primary school children
who were previously enrolled in an afterschool programme. The study further explored the
challenges vulnerable primary school children from a township school experienced in their
lives due to non-enrolment in an afterschool programme. This research study used a
qualitative research approach and interpretivist paradigm. The researcher used a
phenomenological design and purposeful sampling. The sample consisted of six primary
school learners aged from 10 to 12 years old. Data collection included individual semistructured
interviews, and document analysis. It was analysed using thematic data analysis.
The research site was a school in the township of Westbury. The findings indicated that
vulnerable primary school children had positive experiences while enrolled in afterschool
programmes. Nonetheless, these learners discontinued their participation because of financial
constraints, transport issues and safety concerns. Based on the findings it can be concluded
that children benefit from afterschool programmes and are disadvantaged when they cannot
attend them. In addition, it can be concluded that the government is not providing adequate
support for these learners to attend their afterschool programmes.
Key words: Academic performance, afterschool programmes, township school, vulnerable
children, Westbury.