The Interface of Child-Headed Households and Academic Performance: A Case of Primary School Learners in Beatrice Resettlement Area, Zimbabwe

Abstract

This study sought to establish the impact of the child-headed household on the academic performance of primary school learners in Beatrice fast track land reform resettlement area in Zimbabwe. The study adopted a qualitative approach and utilised the case study design. The target population of the study comprised 15 learners from child-headed households, 12 school heads, 84 teachers as well as the learners' relatives. Data for the study were generated from a purposive sample of 6 child household heads, 10 teachers and 4 school heads. The data were presented as cases and analysed using the thematic approach. In interpreting the data, Bourdieu's theory of practice was utilised. The child-headed household has emerged as a context of child development due to severe economic challenges which are undermining the extended family's capacity to cope with orphans. In contemporary Zimbabwean society very few extended families can provide support to orphans as they struggle to look after their own children. The child-headed household presents numerous socio-economic challenges that are not favourable for the academic performance of learners from such households. Living in conditions of want and deprivation characterised by hunger, stigma and discrimination, child labour, failure to afford schooling costs, sexual abuse and ill-health is impacting negatively on the academic performance of the children. Household responsibilities in child-headed households take a gender dimension with girls overburdened and their academic performance affected to a greater extent. These challenges are a result of limited support from the government, donor organisations and the disintegrating extended family safetynet. It is therefore imperative for communities with support of the government, the corporate world and donor organisations to establish community orphanages. These orphanages will not only enhance the academic performance of orphaned and vulnerable children, but also mould them into acceptable and productive members of society.