This article discusses a study that explored the way teachers perceive and describe their roles in responding to the needs of orphaned learners. The participants in the study were three secondary and two primary school teachers. The data on the teachers’ experiences were collected through semi-structured interviews. The findings revealed that, although some of the teachers struggle to fulfil some of the orphaned learners’ needs, most were unable to cope with the roles of teaching and learning and care giving. The study identifies a lack of skills for supporting grieving learners and the resources needed to do so effectively. The implications of the findings are that there is a need for teacher development in terms of equipping teachers with the knowledge and skills required for pastoral care. It may also be prudent for the state to consider appointing counsellors and social workers at schools to assist teachers and orphaned learners.
The purpose of this study was to gather data from orphaned learners on their lived experiences in order to gain more understanding of their educational needs. Twelve orphaned learners (aged 14‐17) from two schools in Mpumalanga Province in South Africa participated in the study. The draw‐write and narrative approach was used to elicit information from the children. The methodological, ethical and practical issues emerging from researching orphans using this approach are discussed and illustrated using examples from the study. The article demonstrates that integrating visual, written and interview data collection methods may enable vulnerable children to open up and talk about their experiences. However, it requires the researcher to be patient, sensitive and empathetic to the circumstances of such children.
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