Intervention Strategies for Challenges Experienced when Supporting Learners from Child-headed Households in Secondary Schools in South Africa

Abstract

The study reported here aimed to explore the Intervention strategies for challenges experienced when supporting learners from child-headed households in secondary schools. Children from child-headed households experience challenges that hinder them from receiving good quality education. It is, therefore important for schools to ensure that classroom teachers are aware of the challenges experienced by children from child-headed households. This study followed the qualitative approach to explore the intervention strategies to be used. The study consisted of 20 participants (principals, Departmental Heads, teachers and School Governing Bodies) in South Africa. Data were collected through individual semi-structured interviews and document analysis. The Bottom-up theory was the underpinning theory for our study. Thematical analysis was followed. This study revealed that children from child-headed households were not identified at schools. Therefore, schools do not have a database of children from child-headed households hence a lack of intervention strategies. We recommended that schools should establish the School Based Support Team and follow the collaborative model as an intervention to support children from child-headed households. The study provided insights on intervention strategies that schools and the Department of Education should implement for challenges experienced by schools when supporting learners from child-headed households. Keywords: Intervention Strategies, Collaborative Model, Child-Headed Household, Collaboration