The Dual Burden: Adolescent Learners in Child-Headed Households and Their Battle for Academic Achievement in Secondary Schools in Manicaland Province, Zimbabwe

Vincent Chidhumo, Pridemore Thondhlana and Tsungirai Beatrice Mtetwa
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Vincent Chidhumo: Department of Education Foundations (Psychology and Inclusive Education) Madziwa Teachers College: Zimbabwe
Pridemore Thondhlana: Department of Education Foundations (Psychology and Inclusive Education) Madziwa Teachers College: Zimbabwe
Tsungirai Beatrice Mtetwa: Department of Education Foundations (Psychology and Inclusive Education) Madziwa Teachers College: Zimbabwe

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 6, 1694-1704

Abstract: The holistic development of learners from child-headed households has attracted the attention of many researchers globally. The current study specifically focused on the challenges and barriers to secondary school education experienced by adolescent orphans from child-headed households in Manicaland province in Zimbabwe. The study was anchored on Bronfenbrenner’s ecological systems theory. The aim of the study was to determine the barriers to secondary school education faced by adolescent orphans and impoverished adolescents in Zimbabwe’s Manicaland province. The study used a qualitative interpretive research paradigm with a phenomenological research methodology. Focus group discussions and open-ended questionnaires were used as data collection instruments. A purposively chosen sample of 32 research participants was used. Data analysis was done topically and presented with rich, detailed descriptions bolstered by quotes from the respondents. The study found out that unsupportive living conditions experienced by learners from child-headed households negatively affected their scholastic achievement. This was principally attributed to lack of much needed psychosocial support. Findings of this study show that adolescent learners from child-headed households were negatively impacted by a dysfunctional ecological system. It is recommended that parents, the community, and the government should collaborate to provide a non-threatening atmosphere that takes into account the requirements of these learners. Such collaboration can be achieved by implementing child-friendly interventions for vulnerable learners and orphans.

Date: 2024
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