Poverty, shocks and school disruption episodes among adolescents in KwaZulu-Natal, South Africa

Hunter, Nina; May, Julian

doi:10.1080/0376835x.2011.545167

Cited by 20 publications

(28 citation statements)

References 5 publications

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“…Those who have experienced a household ‘shock’ (e.g. job loss, theft, death) progress more poorly through school and are less likely to go to secondary school [53] which jeopardizes their personal and economic future development, and this is more common in rural areas [54]. If teachers perceive almost half of those in their classes to have some level of behavioural difficulties (as found here) then the importance of supporting their efforts within the school environment, especially in the context of large class sizes, cannot be underestimated in order to enhance prospects for all their students [55].…”

Section: Discussionmentioning

confidence: 99%

Childhood Psychological Problems in School Settings in Rural Southern Africa

et al. 2013

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BackgroundMany children can be exposed to multiple adversities in low and middle-income countries (LMICs) placing them at potential risk of psychological problems. However, there is a paucity of research using large representative cohorts examining the psychological adjustment of children in school settings in these countries. Children’s psychological adjustment has been shown to affect educational progress which is critical for their future. This study, based in a rural, socio-economically disadvantaged area of South Africa, aimed to examine the prevalence of children’s psychological problems as well as possible risk and protective factors.MethodsRates of psychological problems in 10–12 year olds were examined using teacher- and child-report questionnaires. Data on children from 10 rural primary schools, selected by stratified random sampling, were linked to individual and household data from the Agincourt health and socio-demographic surveillance system collected from households over 15 years.ResultsA total of 1,025 children were assessed. Teachers identified high levels of behavioural and emotional problems (41%). Children reported lower, but substantial rates of anxiety/depression (14%), and significant post-traumatic stress symptoms (24%); almost a quarter felt unsafe in school. Risk factors included being a second-generation former refugee and being from a large household. Protective factors highlight the importance of maternal factors, such as being more educated and in a stable partnership.ConclusionThe high levels of psychological problems identified by teachers are a serious public health concern, as they are likely to impact negatively on children’s education, particularly given the large class sizes and limited resources in rural LMIC settings. Despite the high levels of risk, a proportion of children were managing well and research to understand resilience could inform interventions.

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Section: Discussionmentioning

confidence: 99%

Childhood Psychological Problems in School Settings in Rural Southern Africa

et al. 2013

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“…(Grant & Hallman's, 2006) research on educational access in South Africa determined that children those lived with mothers were less likely to dropout. In another study on South Africa, (Hunter & May, 2003) described the association between students' family background and dropping out outcome. Here, children from single-parent and poor families and with lower educated parents were more likely to school dropout early.…”

Section: Literature Reviewmentioning

confidence: 99%

Household Decision-Making Process: It’s Effect on School Dropout Behavior for Girls in the Secondary School Level in Bangladesh

Shahidul¹

2012

IES

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This study aims to understand the parents' household decision-making process with respect to allowing girls to drop out of school, an area that has, thus far, been overlooked in the research regarding school dropouts. This paper has examined the household decision-making process between fathers and mothers and explores how their respective levels of participation affect on the educational outcome for girls. Data were collected in September 2010 from questionnaires administered to the parents of female students in the sub-district of Pirgonj in Bangladesh. The individual participation index (PI) of both the fathers and the mothers was estimated for four major household matters, and the bargaining level of fathers and mothers was measured by comparing the participation indices. Logistic regression was then conducted to examine how the participation levels of fathers and mothers predicted dropout outcomes for girls. The results show that mothers had less bargaining power than fathers in the decision-making process as the mean for the mother's participation index is found to be "rarely", while the father's index is found to be "very often" when using a 5-point Likert-typescale. In the logistic regression model, the participation levels of fathers and mothers indicate diverse effects on dropout outcomes in which the father's participation positively predicts the dropout outcome for girls and the mother's participation negatively predicts the dropout outcome for girls.

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“…Overall in Pakistan students' dropouts' rate is 50% for both girls and boys [26]. Students drop outs rate for girls was 30% and 27% for boys in South Africa, and that rate was examined for students, who dropped out due to school dues before their matriculation [27]. Forty five out of hundred children in Bangladesh, enrolled in grade one are expected to drop out prior to their primary school completion [28].…”

Section: Discussionmentioning

confidence: 99%