Investigating educators' collaborative approaches for fostering psychological resilience in orphaned learners within a township.

Abstract

Most of the strategies for supporting the psychological resilience of orphan learners currently used in the South African education system are Eurocentric, lacking cultural relevance and input from local communities. This study aimed to explore educators' collaborative approaches for fostering psychological resilience in orphaned learners within a township primary school. The study was underpinned by Afrocentric theory, positioning the African perspective and identity at the centre of the research. A qualitative case study approach was used, with a sample of 12 primary school educators from one selected school in KwaZulu-Natal, South Africa. The findings established that orphan learners faced several interrelated challenges stemming from psychological, social, and economic vulnerabilities. Participants emphasized the need for collaborative approaches tailored to the township context, with inclusive participation of community stakeholders. The study concluded that educator-driven approaches incorporating cultural norms and indigenous knowledge systems could better support the resilience of orphan learners. Recommendations centred on formulating psychologically-grounded and culturally sensitive interventions through cooperation between schools, families, traditional leaders, and community organizations.