Exploring the influence of family structure on the well-being of learners in rural schools during the COVID-19

Abstract

This study investigates the influence of family structure on the well-being of learners in rural schools during COVID-19. It determines the factors influencing family structure in learners’ well-being in rural schools during COVID-19. It further explores the challenges the family structure encountered in improving learners’ well-being in rural schools during COVID-19 and identifies strategies to overcome these challenges on learners' well-being during COVID-19. There is limited research examining factors on the influence of family structure on the well-being of learners in rural areas. Most literature is international studies and does not focus on rural areas or delineate the effect of family structures on the well-being of learners. Thus, this study adopts a qualitative approach through a multiple case-study design. It employs an interpretive paradigm. Data were collected through including semi-structured interviews and observation. This study used purposive and convenience techniques to select four high school learners from grades 9, 10, and 11 and four high school teachers. Both teachers and learners are from two schools. Teachers’ teaching experiences were considered in this study. It was conducted in the uThukela district, KwaZulu-Natal province, South Africa. Data were analysed through narrative analysis. The results showed that family structure affects learners’ well-being and causes poor academic performance and disruptive behaviours. It further affected learner’s mental health. The study found that most learners from single-parent families, nuclear families, and grand-parent families experienced difficulties at home based on parenting style, family income, and support structure. The results suggested forming a basis for different stakeholders to assist the learners in coping with the challenges emanating from their family structure backgrounds. This study recommended that the government develop counselling, self-awareness, and tutorial programmes in schools for learners who cannot afford basic needs and should be provided with food, clothes, and learning materials.