Implications of Lived Experiences of Learners from Child-Headed Families at Ordinary Level Performance in Secondary Schools in Matabeleland South Province of Zimbabwe

This study seeks to examine the implications of the lived experiences of learners from child-headed families at Ordinary level performance in secondary schools. Its ultimate aim is to come up with strategies that could be employed to assist child-headed families’ learners in improving their performance at Ordinary level. The study was underpinned by Bronfenbrenner’s ecological social theory that uses different types of relationships and surroundings of a person to help for development. An interpretive paradigm that employs a qualitative research approach and a case study design for in-depth information of the lived experiences of learners from child-headed families were used. Purpose sampling was also used to select thirty-five participants from Ordinary level learners and their teachers from two schools to gather information through focus group discussions and face-to-face interviews respectively. The study revealed that child-headed-families’ learners concentrate on fending for their siblings, household work, vulnerability, poverty and social isolation instead of schooling. The study also found out that there is need for the Zimbabwean Government to strengthen the school feeding programmes by engaging Non-Governmental partners to assist to curb hunger at school. It was recommended that making use of low costs boarding could reduce the vulnerability of learners from child-headed families.