Educational Challenges Associated with Orphanhood and Vulnerability at Secondary Schools in Lesotho

Abstract

The study explored the educational challenges associated with orphanhood and child vulnerability at secondary schools in Lesotho. Using a qualitative approach and case study design two schools were purposively selected in Berea district. Data was collected through interviews, focus group discussions and document analysis with principals and teachers from the two schools. The study examined the psychosocial challenges faced by OVC in schools through teachers’ views on mechanisms put in place by schools to support OVC, their views on their training and perceptions on how OVC must be supported to progress. The findings reveal that OVC are faced with various challenges in their learning. Though there are no specific policies on how learners must be supported, schools have some methods of supporting OVC which may not be sufficient because teachers have not been trained to support OVC.Orphaned and vulnerable children form the core of special educational needs alongside disability in Lesotho and as participants indicated, they need to be supported emotionally, spiritually and psychosocially so as to boost their morale and enhance their learning.