- Title
- Factors in the school context that enhance resilience in high school learners from socio-economically challenged backgrounds
- Creator
- Mzini, Yondela
- Subject
- Education, Secondary
- Date Issued
- 2020
- Date
- 2020
- Type
- Thesis
- Type
- Masters
- Type
- MSW
- Identifier
- http://hdl.handle.net/10948/46428
- Identifier
- vital:39586
- Description
- School is a rich source of information about the world, history, nature and its phenomena. Learning is an important part in young people lives and it begins at school. A young person can learn various subjects and facts in schools that would be life-long remembered. Schools can thus be regarded as an important instrument contributing to the positive development of young people.These young people are born into families and in addition to the school the family is regarded as the basic source of strength, nurturance and support for its individual members as well as ensuring stability and generational continuity. Families also play a key role in the development of young people. However, many families struggle with socio-economic issues like poverty, substance abuse and conflict amongst parents and caregivers. The focus of this study is on factors within the school environment that enhance the resilience of high school learnerswhere their experiences of the family’s less than ideal socio-economic situation and challenges create barriers to learning. Literature shows that the school is a place where learners spend the largest portion of their time per day. When learners leave homeforschool, they become the responsibility of the teacher. Teachers in high schools are thus challenged to facilitatereal support to vast number of learners who facedifficult issues in their personal lives. The researcher was interested to know what these young people regard as the factors in school that enhance their resilience despite difficult family circumstances. This study employed a qualitative research approach, embedded in an explorative anddescriptive research design.The sample of the study was drawn from young people who have successfully completed high school. A non-probability, volunteer sampling technique wasemployed to recruit ten young people. They were interviewed using semi-structured interviews. The research ethics such as voluntary participation, informed consent, confidentiality and principle of no harm to participants were adhered to. To ensure the trustworthiness of the data, the researcher observed aspects of credibility, transferability, dependability and conformability. The findings of the study couldcontribute to local knowledge and an increased understanding of aspects of the school that supportresilience-building for young people from challenging circumstances. Young people interviewed in the study came from backgrounds where they experienced various socio-economic challenges, they were able to reflect on strengths in their family systems, personal strengths and how it influences their choices. They also spoke about the positive role the school played in building their resilience and made valuable contributions about how the school can be responsive to students with varying strength-sets.
- Format
- ix, 118 leaves
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Health Sciences
- Language
- English
- Rights
- Nelson Mandela University
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NMU School of Behavioural Sciences
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Mzini, Y 212238892 Dissertation April 2020.pdf | 915 KB | Adobe Acrobat PDF | View Details Download |