Intervention Strategies for Challenges Experienced when Supporting Learners from Child-headed Households in Secondary Schools in South Africa
The study reported here aimed to explore the Intervention strategies for challenges experienced when supporting learners from child-headed households in secondary schools. Children from child-headed households experience challenges that hinder them from receiving good quality education. It is, there...
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| Format: | Article |
| Language: | English |
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Noyam Journals
2024-03-01
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| Series: | E-Journal of Humanities, Arts and Social Sciences |
| Subjects: | |
| Online Access: | https://noyam.org/wp-content/uploads/2024/03/EHASS20245313.pdf |
| _version_ | 1797223163576188928 |
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| author | Kodi Sannie Maila Khashane Stephen Malatji |
| author_facet | Kodi Sannie Maila Khashane Stephen Malatji |
| author_sort | Kodi Sannie Maila |
| collection | DOAJ |
| description | The study reported here aimed to explore the Intervention strategies for challenges experienced when supporting learners from child-headed households in secondary schools. Children from child-headed households experience challenges that hinder them from receiving good quality education. It is, therefore important for schools to ensure that classroom teachers are aware of the challenges experienced by children from child-headed households. This study followed the qualitative approach to explore the intervention strategies to be used. The study consisted of 20 participants (principals, Departmental Heads, teachers and School Governing Bodies) in South Africa. Data were collected through individual semi-structured interviews and document analysis. The Bottom-up theory was the underpinning theory for our study. Thematical analysis was followed. This study revealed that children from child-headed households were not identified at schools. Therefore, schools do not have a database of children from child-headed households hence a lack of intervention strategies. We recommended that schools should establish the School Based Support Team and follow the collaborative model as an intervention to support children from child-headed households. The study provided insights on intervention strategies that schools and the Department of Education should implement for challenges experienced by schools when supporting learners from child-headed households. |
| first_indexed | 2024-04-24T13:32:51Z |
| format | Article |
| id | doaj.art-0ce275cb012c481996ef6ebb74b0849d |
| institution | Directory Open Access Journal |
| issn | 2720-7722 |
| language | English |
| last_indexed | 2024-04-24T13:32:51Z |
| publishDate | 2024-03-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | E-Journal of Humanities, Arts and Social Sciences |
| spelling | doaj.art-0ce275cb012c481996ef6ebb74b0849d2024-04-04T09:28:52ZengNoyam JournalsE-Journal of Humanities, Arts and Social Sciences2720-77222024-03-0153 319327https://doi.org/10.38159/ehass.20245313Intervention Strategies for Challenges Experienced when Supporting Learners from Child-headed Households in Secondary Schools in South AfricaKodi Sannie Maila0https://orcid.org/0000-0003-0841-0381Khashane Stephen Malatji1https://orcid.org/0000-0002-4711-5679Department of Foundational Education, Faculty of Humanities, Tshwane University of Technology, Soshanguve, South AfricaSchool of Interdisciplinary Research and Graduate Studies, College of Graduate studies, University of South Africa.The study reported here aimed to explore the Intervention strategies for challenges experienced when supporting learners from child-headed households in secondary schools. Children from child-headed households experience challenges that hinder them from receiving good quality education. It is, therefore important for schools to ensure that classroom teachers are aware of the challenges experienced by children from child-headed households. This study followed the qualitative approach to explore the intervention strategies to be used. The study consisted of 20 participants (principals, Departmental Heads, teachers and School Governing Bodies) in South Africa. Data were collected through individual semi-structured interviews and document analysis. The Bottom-up theory was the underpinning theory for our study. Thematical analysis was followed. This study revealed that children from child-headed households were not identified at schools. Therefore, schools do not have a database of children from child-headed households hence a lack of intervention strategies. We recommended that schools should establish the School Based Support Team and follow the collaborative model as an intervention to support children from child-headed households. The study provided insights on intervention strategies that schools and the Department of Education should implement for challenges experienced by schools when supporting learners from child-headed households.https://noyam.org/wp-content/uploads/2024/03/EHASS20245313.pdfintervention strategiescollaborative modelchild-headed householdcollaboration |
| spellingShingle | Kodi Sannie Maila Khashane Stephen Malatji Intervention Strategies for Challenges Experienced when Supporting Learners from Child-headed Households in Secondary Schools in South Africa E-Journal of Humanities, Arts and Social Sciences intervention strategies collaborative model child-headed household collaboration |
| title | Intervention Strategies for Challenges Experienced when Supporting Learners from Child-headed Households in Secondary Schools in South Africa |
| title_full | Intervention Strategies for Challenges Experienced when Supporting Learners from Child-headed Households in Secondary Schools in South Africa |
| title_fullStr | Intervention Strategies for Challenges Experienced when Supporting Learners from Child-headed Households in Secondary Schools in South Africa |
| title_full_unstemmed | Intervention Strategies for Challenges Experienced when Supporting Learners from Child-headed Households in Secondary Schools in South Africa |
| title_short | Intervention Strategies for Challenges Experienced when Supporting Learners from Child-headed Households in Secondary Schools in South Africa |
| title_sort | intervention strategies for challenges experienced when supporting learners from child headed households in secondary schools in south africa |
| topic | intervention strategies collaborative model child-headed household collaboration |
| url | https://noyam.org/wp-content/uploads/2024/03/EHASS20245313.pdf |
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