Psychosocial support for orphans and vulnerable children in public primary schools: Challenges and intervention strategies
Loading...
Date
2015
Authors
Mwoma, Teresa
Pillay, Jace
Journal Title
Journal ISSN
Volume Title
Publisher
Education Association of South Africa
Abstract
Much has been written about orphans and vulnerable children (OVC) with regard to their education and living. However,
relatively few studies have documented the psychosocial support provided for OVC in public primary schools to enhance their
psychosocial well-being. This study therefore contributes to the understanding of the challenges experienced by teachers in
providing psychosocial support for OVC and the possible intervention strategies that could be adopted to mitigate these
challenges. Seven public primary schools from Soweto participated in the study, comprising 42 educators and 65 OVC in Grade
Seven. Findings that emerged provide supporting evidence that minimal psychosocial support is offered, and it is marred by
numerous challenges in public primary schools, including lack of professionals to provide guidance and counselling services, few
teachers trained in life orientation, and a lack of support from parents/guardians for OVC. Based on the findings, several
intervention strategies are presented
Description
DOI: 10.15700/saje.v35n3a1092
Keywords
Challenges, Interventions, Life orientation skills, Orphans and vulnerable children, Training
Citation
South African Journal of Education, Volume 35, Number 3, August 2015