4. Research Design Methodology
5.5 Support From Peer Learners
Nosipho Mshengu Page 72 These findings attest to Masondo (2006) who asserted that orphans learners engage in wrong doing which leave them frustrated, helpless and contribute to poor academic performance.
Other responses indicated that losing parents made them to grow fast as they need to learn to be responsible and prioritise education. The focus on education has increase, orphaned learners reported that they are willing to finish their high school education and be better people in future. This shows contradiction to the study done in Uganda that shows the high rates of school dropout of orphaned learners (Boler & Aggleton, 2005). Even though they get distracted in school and that contributes to poor academic performance but it is reported that they are willing to improve their academic performance. One participant reported that he is coping regardless of losing both parents.
Nosipho Mshengu Page 73 Participant two: “When I am not feeling well in school my best friend is the only one who can see that I am not alright and she will comfort me. I tell her things that bother me because she does not gossip about me and she also tells me her problems.
Participants’ responses indicated that peer learners support does exist, especially peer learners. Other responses indicated that they enjoy being in school because of their peer learners friendliness and support. They receive academic support from their peer learners and assist them to cope with difficult subject. They talk to their peer friends when they need to talk about something that upset them. They actually provide empathy or emotional support.
This attests to Goba and Wood (2011), study that elaborates about the existence of peer support in high school. In these high schools orphaned learners reported to experience support from peers.
5.5.1. Emotional support
Emotional support is needed by orphaned learners in both school and at home. Emotional support includes listening and advising. Orphaned learners experience emotional support from teachers and peer learners in school. Orphaned learners voice out their experiences in receiving emotional support in school. The following is their responses:
Participant five: “Sometime I feel like leaving school because I could not cope with school work and taking care of my younger siblings. I tend to be absent most of the time when my teacher asks me about it I told her about my home situation. Things are really difficult for me now because after the death of my mother we had to move to live somewhere else. I left my friends who were supportive at home. So now it difficult for me to have a friend that support me”.
Nosipho Mshengu Page 74 Participant seven: “Sometimes I miss my mother if she was around I would talk to her about my life like we used to do. But my friend at school listens to me when I need to talk about something that bothers me. Like when I was humiliated by the teacher for not wearing appropriate uniform, my friend was there to comfort me”.
Participant one: “At school, I do not really talk about things that upset me because I am afraid of that they will mock me in my absentia. So when I am upset I talk to my cousin at home who is older than me”.
Participant three: “I have a male friend whom I talk to when there is something that upsets me. Like when my brother and I missed school last week Tuesday because there was no electricity to warm water. My teacher assumed that I was out drinking alcohol with my friends, and that was not true at all. So if I do something wrong in school my teacher always says it my faults because I drink alcohol and that is not true. I even stopped hanging around with the group that use to bunk school to go to tavern, so this upset me. So my male friend knows the truth and he comfort me”.
Participants’ responses in this theme indicated that orphaned learners need emotional support:
someone they can rely on, talk to and someone to listen. Other participant response indicated that she/he does not trust anyone in school whom she/he could confide to. Some withdraw from confiding because they are scared of being mocked by other learners. A time comes where they wish their parents were still around. They feel life could have been much different had their parents were still be alive. This attests to Mbozi, Debit, Munyati (2006) study, lack of emotional support is viewed as a contributing factor of poor academic performance. Their response also reveals that lack of parental guidance can lead to lack of proper guidance in attending school and easily influenced to do negative things by peers. However other responses show that orphaned learners do get support from peer friends who empathise with them. School can provide children with the emotional support and supervision of adults, and
Nosipho Mshengu Page 75 the opportunity to learn how to interact with other children and develop social networks (USAID, 2004)
5.5.2. Peer Friendships
Peer friendship play a significance role to orphaned learners as it is easy to talk to their peers about things that bothers them and that some of their peer friends understand their situation at home. They also spend most of their time with them so it easy to confide to them.
Participant seven: “I really enjoy the company of my friend in school because when she has something like lunch box or pocket money she shares it with me. When she is around I don’t feel like I am an orphan. In school I never went hungry”.
Participant six: “As much as my grandmother supports me there are things that I cannot talk to her about but my friends are always there when I need to talk about other things that are happening in my life like boyfriend (giggle)”.
Participant four: Even though I do not talk to my friends about my situation at home, to be in their company makes me enjoy school. At school we play and laugh during the lunch breaks. I never feel alone when I am in school.
Participant five: “My friends cannot provide me with money but when I need to talk to someone there are always there, they even assist me with my school work.. I am more comfortable in talking to them than talking to teachers. I feel like they understand me more since we are at the same age rage”.
Participant’s response differs from the Ogina (2007) findings which suggest that orphaned learners do not have friends or do not interact socially. Orphaned learners do socialise and have close relationship with other learners. Friends are closer than teachers to reach for support. This also shows that being involve in moral activities in school changes their focus
Nosipho Mshengu Page 76 i.e. playing during the break. Mosha (2000, 21-22) “children are prepared for the practice of two fundamental human virtues: bonding with others or a strong sense of belonging and playfulness or joyfulness”. Participant four, feels a sense of belonging when he is playing with his school friends.