Abstract: Submission #101

Abstract Vulnerable learners in primary schools often face a plethora of psychosocial challenges, which often impact on their performance. Globally, the number of vulnerable children in schools is increasing, with Sub-Saharan Africa reporting the highest prevalence. This study explores the psychosocial challenges faced by vulnerable children in schools, particularly orphaned and neglected children in KwaZulu-Natal, South Africa. The study has been underpinned by the ecological systems theory, which provides an understanding of how different environmental, social, and individual factors affect the psychosocial wellbeing of vulnerable primary school learners. Guided by an interpretivist research paradigm, the researcher adopted a qualitative approach utilising exploratory and descriptive research designs. Data were collected through semi-structured interviews with 12 purposively selected school social workers from 21 primary schools within the Esikhaleni Senkosi Circuit. Thematic analysis was used to analyse the data. Findings reveal maltreatment in forms of neglect, emotional and physical abuse, and bullying as prominent problems facing vulnerable school children. Other cited problems include financial constraints, malnutrition, lack of birth certificates and low self-esteem. Given the prominence of maltreatment, the study recommends that school social workers conduct regular home visits to monitor children's well-being. Additionally, the employment of full-time, school-based social workers is identified as a critical intervention to address these challenges effectively. This study is in line with the Sustainable Development Goal number 4: Quality Education, which advocates for creating supportive environments that nurture the mental and emotional growth of school learners.


Key words: Psychosocial well-being, school social worker, vulnerable children, KwaZulu-Natal, South Africa