Strategies for overcoming the effects of unstable family structures on learners' well-being during covid-19

Abstract

Learner’s well-being is a complex and multidimensional concept encompassing physical, emotional, social, and mental dimensions. This study determines strategies to mitigate the effects of unstable family structure on learners' well-being during COVID-19. This study used non-probability sampling, often associated with multiple case studies and qualitative research designs. It adopted an interpretive paradigm that seeks to understand human experience. The sample consisted of four learners and four teachers from two high schools in Bergville, KwaZulu-Natal province, South Africa. Data was collected using classroom observations and semi-structured interviews. Participants were selected through convenience and purposive sampling. The collected data was analysed through narrative analysis. The findings showed that counselling programmes, extra lessons, and tutorials could be used to overcome the effects of unstable family structure on learners’ well-being during COVID-19. It concludes that the COVID-19 pandemic has highlighted the need for targeted support strategies to address learners' unique challenges from unstable family structures. This study showed that unstable family structure is a significant factor in learners' health behaviour, mental health, and perceived academic achievement. By implementing the above strategies, educators, community leaders, and policymakers can collaborate to support learners from unstable family situations and improve their well-being during the COVID-19 pandemic. Teacher education, training programs, school counselors, and psychologists can develop strategies to support the learner’s social-emotional learning and well-being.