Exploring the intersection of vulnerability and resilience in the educational experience of left-behind learners at a South African school
DOI:
https://doi.org/10.38140/ijer-2025.vol7.s1.07Keywords:
Vulnerability, resilience, left-behind learners, learning, learner well-beingAbstract
The purpose of this paper is to explore the nexus between vulnerability and resilience among left-behind learners following parental labour migration. This qualitative study provided those learners left behind by migrant parents with a platform to articulate their lived experiences in relation to vulnerability. The left-behind narrative is significant as it informs psychosocial support schemes aimed at improving the well-being and educational outcomes of these learners. A case study design was adopted, and eight left-behind learners were purposively sampled from a rural secondary school in South Africa. The study utilised Masten’s resilience developmental model and Ncube’s tree of life model to build a conceptual framework. Findings reveal that left-behind learners feel abandoned by their migrating parent(s) and marginalised from mainstream support. This occurs because they are perceived to have living parents, and those who could offer support assume that the migrating parent is responsible. Left-behind learners, particularly girls, felt exposed to physical and emotional abuse due to a lack of parental protection and guidance at home. This, in turn, affects their mental health and educational outcomes. However, through peer support and school-based assistance, some of the learners have developed ways to tolerate and absorb the challenges associated with parental absence. External support also helps to complement hope, bravery, and optimism, enhancing the competencies of left-behind learners over time. The study recommends building support from the community, church, and school for sustainable learner support and resilience.
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