The descriptive survey investigated the effects of HIV and AIDS on the academic performance of children from child headed families (CHF). Questionnaires and interviews were used as instruments of data collection. Members of the CHF, teachers and administrators formed a total sample of seventy five (75) participants. Data collected gave the opinions of the participants in as far as the academic performance of these children is concerned. Findings from the study revealed that members of the CHF perform poorly in academic circles due to the effects of HV and AIDS. It was discovered that the loss of adult figures in the family due to HIV and AIDS plunges children into educational dilemmas as they become heavily loaded with adult responsibilities in case of child heads. Besides, lack of resources also exacerbated their poor performance. However, due to resilience some members of the CHF were found to defy all the odds and perform extremely well. The researcher therefore recommends that National AIDS Council (NAC) and other stake holders should not concentrate only on the infected but should also channel funds to the affected children in order to improve their educational welfares. Also, further research is recommended on the topic in order to enable the nation to have a permanent solution to the problem.

In this phenomenological descriptive case study the researchers investigated the ecological encounters of orphaned and vulnerable Children (OVC)

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Left-handed children from infancy right through their primary school days struggle to overcome the annoyance and frustration of living in a right-handed world. Resources and ideas specifically give best techniques to right-handed learners across the school curriculum, thereby marginalising left-handers. It is evident that children who are left-handed can learn new skills efficiently without awkwardness or frustration, to achieve their potential. This study aimed to (1) explore the experiences of left-handed learners in primary schools (2) Establish strategies teachers use to teach young children who are left-handed. (3) Document perceptions on how teacher-learner interactions affect left-handed children's learning and development. The Person-Environment Fit (PEF) Theoretical framework guided the study. A fundamental premise of PEF theory is that stress arises from a misfit between the person and environment. A qualitative phenomenological case study was employed. The sample comprised of 40 participants. Twenty (20) teachers and twenty (20) learners were purposively selected from five (5) primary schools in Masvingo urban. Taking note of the learner's own voices was imperative in determining how they experienced writing with the left-hand in dominant right-handed classrooms. Data were collected through focus group discussions, individual interviews and observations. Tesch's open coding qualitative data analysis tool was used to analyse data. Results show that left-handed learners had varied experiences ranging from sad emotions due to perceptions of marginalisation and negative labels; to happy emotions of success and positive self-efficacy. Techniques like exploring with both hands, hand dominance verbalisation, use of 'tripod' grasp, writing paper and model placement, right hand as 'helper hand' and use of ICT technologies were employed in the classrooms. Overall interactions negatively and positively affected children's learning and development. Among others, it was recommended that there was need for teachers, learners and parents to collaborate in order to alleviate challenges experienced by left-handers in primary school classrooms for positive development.

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