Abstract:

The declaration of COVID-19 as a global pandemic and the subsequent lockdowns has reportedly compounded the plight of left-behind learners in child headed households in Zimbabwe and the developing world. This qualitative study sought to explore schemes of support for such left-behind children in the school environment. Seven left-behind learners and eight education and community key informants shared their experiences using a focus group discussion at a Shurugwi rural secondary school in Zimbabwe. The thematic approach was used in analysing the collected data. Participants revealed that the COVID 19 pandemic has compounded the plight of learners in addition to the disequilibrium in the development of left-behind learners. The school has significantly become a place for psychosocial support and has potential to supplant parental roles. The key support sources included the curriculum, the teachers and peer groups. The concept of ‘loco parentis’ allows teachers to step in the shoes of migrating parents in offering support. However, a major setback in the school-based support schemes included negative typecasting such as labelling of such learners. This study recommends the nurturing of a positive environment at the school to make a difference between those learners overwhelmed with adversity and those able to cope.

Keywords:

Parental migration, COVID 19, left-behind learners, learner support, Zimbabwe.