Chapter 10: Development of multi-disciplinary model for OVC
4.5 FACTORS EXPOSING CHILDREN TO VULNERABILITY
4.5.1 Individual Child Factors
Factors that predispose children to vulnerability on an individual level are those factors that are intrinsic and reside within the child. As a result, they vary from child to child, and the children’s responses are also different. Thornberry, Matsuda, Greenman, Augustyn, and Smith (2016) assert that individual factors contributing to child vulnerability stem from cognitive, emotional and physical capabilities or personal circumstances. These factors determine the child’s response to the stressors in their environment. In the ecosystem notion, it is what is called the adaptive fit, which will mean developing coping mechanisms and resilience. It is referred to as misfit, where it implies the inability to fit in the environment (Germain & Gittermann, 2008). Literature documents four common factors related to the child, which are age, illness, disability and special needs, and immigration background (Jans, 2016).
4.5.1.1 Age
Because of their age, lack of experience and knowledge, children are by nature vulnerable, because they need to depend on others for their survival (Jans, 2016).
Evidence has also shown that children who are small in terms of physique and age tend to be more vulnerable (Jans, 2016; UNICEF, 2018). They tend to be overlooked by their peers and their small physique may make them prone to bullying instead of those who appear to be stronger and bigger (Anderson, 2007; Laas & Boezart, 2014).
4.5.1.2 Illness
Children who are chronically ill may be constantly absent from school, which will make it
difficult for them to catch up with the schoolwork (Knowles, 2013). It will also turn them into easy “victims” of bullies. Their inability to be competent in academic work compromises their functioning, as they are sometimes subjected to failure, which forces them to have to repeat grades several times (Jans, 2016).
4.5.1.3 Disability and Special needs
Disability is defined as “a condition that results from the interaction between persons with impairments about attitudinal and environmental barriers that hinder their full and effective participation in society on an equal basis with others” (Tinta, Steyn, & Vermaas, 2020). In a disabled person, the use of part of the body is so impaired that the person cannot carry out normal functions such as hearing, talking, walking, seeing or learning (Tinta et al., 2020). It may be due to congenital disturbances, communicable or non-communicable diseases and trauma or physical injury (Ameyaw-Akumfi, 2013).
Children’s disabilities can include physical disability, mental disability and intellectual disability. Disabled children are more vulnerable by virtue of them being disabled. Most disabled children cannot fit in the mainstream schools, as some of them have mobility issues as well as special needs. They have to attend special schools, which may be far away from their homes, as already discussed. In addition, their disability leads to them having special healthcare needs, and a greater rate of educational and therapeutic needs, which may be unmet. They experience higher social and environmental barriers to full participation in society and also in schools (UNICEF, 2018).
In rural areas, children’s disability can have a worse impact because of the mobility factor.
If a child cannot walk, it becomes a burden for the caregivers, as they must carry the child or organise a special transport, which may not be affordable for many in the rural areas.
Children with special needs are those who do not necessarily have a physical disability, but do have an intellectual disability, learning disability, hearing impairment, speech or poor eyesight, or mental health problems (Tinta et al., 2020). Though they do not have any evidence of any physically difference, it is difficult for them to benefit from normal
schooling. This explains why certain children seem not to grasp any taught material, no matter how they are taught or how many times something is repeated.
Children with special needs are vulnerable in terms of their own emotional and behavioural difficulties, and they are also likely to be subjected to ridiculing and bullying (Haddad, 2020). Research evidence has shown that children with special needs have adaptation difficulties to the normal school environments (Konghot, 2012). They may have emotional attachment issues or needs, and normally disassociate themselves (Konghot, 2012). They are crying for help; however, the fact that their needs are not evident, they commonly do not receive the necessary help.
In a context where there are no interventions for children who experience difficulties, these children may fail a grade multiple times, until the child drops out of school when they are over-age. The difficulty in the implementation of the Education White Paper 6 sadly implies that these children will continue to have trouble accessing any adequate education.
4.5.1.4 Immigration background
The migration of people has become a phenomenon again in the 21st century, similar to the many continental migrations that had taken place over centuries before. Groups of people, families or individuals move from one country to another, looking for a better future. The current migratory trends tend to be based on political and socioeconomic factors. In some countries, emigration is caused by wars, invasions and other violent conflicts. In other regions, emigration is caused by natural disasters, droughts or floods, poverty or a lack of a beneficial future vision. Some families migrate together with their children, while some children undertake the enormous challenge of crossing borders on their own, which has led to a large and growing number of children with an immigration background, living in South Africa.
In neighbouring countries such as Zimbabwe and Mozambique, the socioeconomic conditions continue to deteriorate, which causes their people to continue migrating to South Africa in search of a better life (Willie & Mfubu, 2016). At the Beit Bridge border post, children as young as 12 years have been found to try to cross the border illegally (Willie & Mfubu, 2016).
In the Maleboho East Circuit, there are a considerable number of migrant children who are registered in the schools. Having an immigration background presents serious challenges and barriers to their education (Mahmoudi & Mothapo, 2018). They have difficulty in understanding the local language, and are forced to learn a new local language. Their situation may be perpetuated by the lack of proper identification documents or a birth certificate, both of which are necessary when registering at a school.
In 2019, many learners were deregistered from local schools cause of their lack of proper documentation.