Suicide Among Rural Primary School Learners in Zimbabwe: An Epidemic in Need of Mitigation

Abstract

The alarming rise of suicide cases among rural primary school students in Zimbabwe has become a major concern, as there is a significant lack of research on the root causes of suicide and effective prevention methods. This article aimed to address that gap by exploring Zimbabwe rural primary learners' perspectives on the factors driving them to engage in suicide and possible interventions by the Government of Zimbabwe and other stakeholders in order to curb this troubling trend. This qualitative study, drawing upon socio-cultural theory, held focus groups with 12 learners from the Mahoto rural area in Masvingo North Constituency. The aim was to understand the lived experiences and factors that contributed to suicidal thoughts among primary school learners. Through thematic analysis, key patterns were identified. This research on suicide among rural primary school students in Zimbabwe filled a crucial gap in the literature and held both theoretical and practical implications. The unique context of suicide within this demographic in a rural setting warrants further investigation. By shedding light on the factors contributing to this epidemic, the study can inform targeted interventions and mitigation strategies, ultimately leading to the protection and well-being of vulnerable young learners in Zimbabwe's rural areas. Early research indicates that many rural primary school students who lack access to counseling may be at risk of academic difficulties and even premature death by suicide. This highlights the need for Zimbabwe's Government through Ministry of Primary and Secondary Education to urgently deploy professional counsellors to provide professional counselling to learners. By amplifying the voices of marginalised rural learners who have been directly impacted by the suicide epidemic, this study aimed to develop practical solutions to prevent further tragedies and improve the mental health of Zimbabwean rural learners.