Given the level of stress these orphaned students go through after the loss of their biological parents, the aim of the study was to explore how orphanhood is being psychosocially supported and the extent to which this support contributes to their learning and continued schooling. . To achieve the research objective, a qualitative research design was used to explore the experience of orphaned students, hence an exploratory study. Data analysis revealed that orphan students experience support from peers and educators while in school.
Outside the scope of the study, the participants nevertheless recognized other forms of support that they received from their peers and teachers, such as financial support, and were very valuable and appreciative from their perspective.
Orientation Of The Study
- Introduction
- Background To The Problem
- Problem Statement And Purpose Of The Study
- Motivation Of The Study
- Significance Of The Study
- Statement Of The Problem
- Aim Of The Study
- Operational Definition Of Terms
- Research Methodology
- Research Design
- Sampling Of Participants
- Method Of Data Collection
- Data Analysis
- Summary Of Chapters
- Summary
Nosipho Mshengu Page 6 2 Measure/assess the level at which the orphaned students experience psychosocial. Chapter two is devoted to the review and synthesis of relevant literature on orphaned students in a school environment. It contains findings from analyzed data, conclusions and recommendations from the experiences of the orphaned students.
In the next chapter, the researcher discusses the related literature that relates to how learners are left orphaned in a school environment.
Literature Review
Introduction
The Increase Of Orphanhood In Rsa And The World
- Expected Changes Of Double Orphans
- The Psychological Likelihood Of Orphan
- Academic Performance
The reflection of the theory in this study focuses on the orphaned students and the school environment. Orphaned students needed professional help to deal with or cope with the death of their parents. The results of the study revealed that doubly orphaned students experience different challenges in school after the death of parents.
Orphans at school do receive support from the environment which are teachers and peers and friends.
Challenges And Experiences Of Orphaned Learners In The Sc Hool Environment
- Policy: Children Rights And Education Rights
Lack Of Support Weakens The Ability Of Orphaned Learners To Attend School
Children who have lost both parents and do not live with their extended family are often misled at school by their peers. According to Pollock and Whitelaw (2005), orphans who do not have support from their parents usually tend to be involved in unpleasant activities at school, are frequently absent from school, have insufficient resources for schools, poor nutrition causing loss of concentration in class cause. In addition, many children indicated that not being able to pay school fees or related costs was the direct cause of their school dropout (Van Gelder & Kraakman.
However, it is important to receive emotional and psychological support for orphans while they are in or inside the school, as this is where they spend most of their time during the day and for them to be able to cope with the academic work.
Improving Psychosocial Support At School
- Psychosocial Support Components In Schools
In addition, some students experience terrible consequences of the death of their parents, which provokes a pessimistic mindset that negatively affects the students' future (Masondo, 2006). Nevertheless, in the absence of psychosocial support from the school or the community, other orphans may encounter obstacles that can distract them from learning at school, i.e. it seems that children who have lost both parents do not have psychosocial support from the environment (school). and home) as structures that contribute to a child's development (Mazibuko, 2007).
Orphaned and vulnerable children who do not receive psychosocial support at home usually seek such support at school from teachers and other students.
The Importance Of Education To Orphans
- The Role Of School In Supporting Orphans
- The Teachers’ Responsibility In Supporting Orphans
1 Basic education is linked to the South African standard of education, so the education provided here would be under the purview of the Ministry of Basic Education. Songa believed that one of the necessary supports to improve the education of orphans and vulnerable children is the provision of food as a basic need (Songa, 2011). Home Grown School Feeding's mission is to encourage school attendance by providing food, regardless of other challenges faced by orphans and vulnerable children at school.
Lack of financial support and lack of parental guidance are hypothesized to be the dominant factors in reduced school attendance for twin orphans (Case, Paxson & Ableidinger, 2004).
Mandatory Roles For Teachers
- Learning Mediator
- Interpreter And Designer Of Learning Programmes And Materials
- Leader, Administrator And Manager
- Scholar, Researcher And Lifelong Learner
- Pastoral Role
- Assessor
- Learning Area
Nosipho Mshengu Page 24 . Nosipho Mshengu Page 25 psychosocial support) and research in their field, in wider professional and academic matters. Then teachers step in to help students find the real problem of poor academic performance. If the student's problem falls outside the teacher's practice, the student is referred to a professional.
The teacher knows the different approaches to teaching and learning and, where appropriate, research and management, and knows how to use these in a way that is appropriate for the students and the context.
Supports From Teachers In South African And Other African Countries
Therefore, the teacher's role in this case is to identify orphaned students in those schools who are sensitive to the support available. The Department of Education is also introducing programs which are specifically designed to help educators how to care for and support orphaned students in schools, ie. This proves that regardless of the challenges teachers face in supporting students, they have created a strategy that will support students, especially orphan students.
However, a few other teachers confirmed that they are willing to help the orphaned students, despite what their colleagues assume (Goba & Wood, 2011, 35).
Challenges Encountered By Supportive Teachers In South Africa And African Countries
Nosipho Mshengu According to Skinner and Belmont (1993), supportive teachers tend to have difficulty understanding the challenges faced by orphaned students within the school environment. Sometimes they end up doing more work related to the welfare of the orphaned students instead of teaching. Since teachers who support orphans don't get support from the schools, it sometimes becomes a burden for them to support orphans, according to Wood.
The unpleasant situation of the teacher negatively influences the response to the needs of orphaned students in the school environment (Theron, 2007, 27).
Effort To Provide Care And Support To Orphans And Vulnerable Children Within The
- Bantwana Project
- Mosame Project
Regarding the challenges faced by teachers who offer support to orphaned students in school, the existence of visible support for a local community project plays a big role in supporting orphaned and vulnerable children in school. The Mosame project is one of the projects that supports orphans and vulnerable students in schools. Children in the village, who are orphaned and vulnerable, have their school fees paid by the project.
Some recent studies have examined the impact of parental HIV/AIDS-related illness and death on children's education.
Supports From Peer-Learners
The orphaned students who live with their extended families like grandparents were given a chance to study in private schools. Education plays an important role in child development and it is generally accepted that the death of parents from AIDS has a serious negative effect on children's education (Bennell, Hyde, & Swainson, 2002, 34). Findings from these studies suggest that the impact of parental death on children's schooling is persistently disadvantageous.
Summary
But the main question in this would be how the orphan students then experience the support they get from the educators, if some of the teachers feel that it is a burden to support them. Basically, the objectives of the study were all addressed in this chapter through the literature collected from previous studies. In the next chapter, the methodology of the study will be elaborated and the illustration of how the data will be collected.
Introduction
Theories Under Discourse
- System’s Theory
- Critiques Of The System’s Theory
- Bronfenbrenner’s Ecological Systems Model Of Human Development
- Critiques Of Bronfenbrenner’s Ecological Systems Model Of Human Development
- Symbolic Interactionism
- Critiques Of Social Interactionism Theory
- Social Rapture Theory
- Critiques Of Social Rapture Theory
- Attachment Theory
- Critiques Of Attachment Theory
- Empowerment Theory
- Critiques Of Empowerment Theory
- Identity Theory
- Critiques Of Identity Theory
According to Anderson, Carter and Lowe (1999) applying the theory, human behavior can be understood through the interaction of different environmental systems. The systems are equally likely to affect the development of the child or student. This theory aims to describe the life experiences of orphans through the eyes of people who are contributing to the human development of orphans in school, such as educators and peer students.
In the theory part, the microsystem will be applied to articulate the motion of the study. Nevertheless, the application of the theory in research should be applied extensively depending on the type of research. Essentially, school is one of the environments in which individuals improve both their self-esteem and their uniqueness through social interaction with the teachers and with the fellow students.
Their experience cannot be described without the inclusion of the environment, and the reality of orphaned students can only be defined by them. Furthermore, this study aims to find out the understanding of the orphan students' perspective of the support received from both teachers and peer students. The application of the theory will be inappropriate since the orphan students are not responsible for the destruction of their environment, but they go to school to settle down and build their future.
In addition, the separation between the mother and a child's relationship changes the child's life completely. Although the child-mother bond is never extinguished, but re-establishing a new relationship between peers and educators at school and becoming attached to them restores love, care and hope to the orphaned students.
Summary
The nature of the study primarily attempts to understand the lived experiences of orphaned students in high school in terms of the support they receive from teachers and peer students. This shows the purpose of the participant's response, which is there without the next person's input. It provides exploration in the perspective of the participants and allows the participants to be articulate in telling about their experiences.
In this study, interview seemed to be appropriate to carry out the purpose of the study. It also gave the researcher time to understand the events and perception of the participants. Interpretation of data is in accordance with the study's research objectives (Struwing & Stead.
The participants' responses indicate that their academic performance declines after the death of their parents. Furthermore, participating in the school's extra moral activities is supposed to be one of the ways to cope and adapt to a new school. The results of the study revealed that double orphans in school cope through motivation and encouragement from home and school.
The study's findings showed that the school results of orphans who have lost both parents tend to decline, especially after the incident. The findings of the study showed that orphans are assisted in school by peers to cope in school as they spent most of their time with them. Friendship is said to be one of the things that restore their joy, happiness and laughter.
Support from teachers allows students to stay in school regardless of the challenges they go through in and out of the school environment. I have read and fully understand the above information which explains the nature of the survey. I have read and fully understand the above information which explains the nature of the survey.
Research Design Methodology
- Introduction
- The Research Design
- Exploratory Research Design
- Qualitative Research Method
- Characteristics Of Qualitative Research
- Tenets Of Qualitative Research
- Phenomenology
- Research Methodology
- Sampling Method
- Data Collection
- Data Analysis
- Ethical Procedures
- Summary
- Introduction
- Analysis Of Interview
- Biological Details
- Orphanhood
- The Location And Changed Living Arrangement
- Emotional, Trauma, Discrimination And Hopelessness
- Coping With Orphanhood And Secondary School
- Economic Limitations
- Academic Performance
- Support From Peer Learners
- Emotional Support
- Peer Friendships
- Support From Teachers
- Classroom
- Parental Guidance From Teachers
- Summary
Discussion, Recommendation, Limitations And Avenues For Further Research
- Introduction
- Re: Stating The Objectives Of The Study
- Findings Of The Study As Per Objectives Of The Study
- Find Out How Orphaned Learners Experience The School Environment
- How Do Orphaned Learners Experience Support Received From Peer Learner
- How Orphaned Learners Experience Support Received From Teachers
- Social Interactionism
- Meaning
- Language
- Thought
- Conclusion And Discussion
- Limitations
- Recommendations
- Avenues For Future Research
- Summary
