The influence of child-headed family setting on school achievement at the further education training level in Vhuronga 1 Circuit

This study investigated the influence of child-headed family settings on school achievement at the Further Education and Training (FET) level in Vhuronga 1 Circuit, Vhembe East, Limpopo, South Africa. The issue examined in this research is the academic performance among learners from child-headed households (CHHs), who often face unique psychosocial and economic challenges that may affect their educational outcomes. Despite various policies aimed at supporting vulnerable learners, children in these family structures continue to experience significant obstacles to academic success. Although with some quantifiable data from learners’ academic results, a largely qualitative research approach was employed to explore the ways in which child-headed family dynamics may influence CHH learners' school achievement. Purposive sampling was employed to select 15 participants from 3 schools from Vhuronga 1 Circuit, which included 10 learners from CHHs, and 5 educators who teach CHHs learners, to explore a range of perspectives on the challenges these learners face. Data were collected through academic records of CHHs learners and semi-structured interviews, which were analysed using thematic analysis to identify recurring patterns and themes related to the educational experiences of the 10 sampled CHHs learners. This study found that learners from CHHs experience academic challenges due to household responsibilities, lack of parental support, fatigue, and irregular school attendance. These factors negatively affect concentration, participation, and academic performance. Although teachers and peers provide some support, limited school resources and the absence of targeted interventions constrain learner progress. Despite these challenges, learners demonstrate strong motivation and aspirations for a better future. The study recommends targeted academic and psychosocial support, including mentorship programmes, remedial classes, and differentiated teaching strategies. Strengthened collaboration between schools, communities, and support agencies is essential to improve attendance, participation, and educational outcomes for learners from child-headed household

Author dc:creator

• Maedza, Mukovhe

Advisors dc:contributor.advisor

• Nndwamato, N. M.
• Runhare, T.

• UCTD

Statement dc:rights

• University of Venda

Language dc:language.iso

en

Repository record dc:identifier.uri

https://univendspace.univen.ac.za/handle/11602/3339

OAI identifier oai:identifier

oai:univendspace.univen.ac.za:11602/3339