The purpose of this study was to investigate the perceptions of support provided to learners from child headed homes (CHH) by the Institutional Level Support Teams ILST). This was a two-phased study involving a literature study and empirical research. The study employed a qualitative research method to elicit information from participants by means of individual interviews. The literature revealed that learners from CHH are part of our school systems even though the phenomenon of CHH is not increasing. These learners experience many challenges such as role adjustment, stress and grief and school drop outs. Due to lack of various needs it would be difficult for them to reach a level of self-actualisation unless schools provide support. Poverty, HIV/AIDS and the breakdown of appropriate alternative care were revealed as contextual factors leading to CHH. There are also policies and reports guiding the support of learners in schools. There are national programmes that are provided from national level to support needy learners included, namely NSNP, school based crime prevention programmes, the child support grant, the sanitary pads project, exemption from paying school fees and the food garden project. A qualitative method was used and data was collected by means of semi-structured interviews and documents. Five sites were purposefully selected and fifteen ILST members participated. The research sites comprised of five secondary schools. Data were collected from three strata, namely the principal, ILST coordinator and the teacher with the highest number of learners from CHH in his/her class. The study revealed that national programmes were more constant than school-based which were ad-hoc and disjointed. Factors hampering the provision of support included problems with identification of learners from CHH, lack of policies guiding the provision of support to learners from CHH, lack of leadership and the ILST members not being committed enough. Factors enhancing the provision of support included good leadership, availability of programmes at national and the involvement of external stakeholders.

The purpose of this study was to investigate the perceptions of support provided to learners from child headed homes (CHH) by the Institutional Level Support Teams ILST). This was a two-phased study involving a literature study and empirical research. The study employed a qualitative research method to elicit information from participants by means of individual interviews. The literature revealed that learners from CHH are part of our school systems even though the phenomenon of CHH is not increasing. These learners experience many challenges such as role adjustment, stress and grief and school drop outs. Due to lack of various needs it would be difficult for them to reach a level of self-actualisation unless schools provide support. Poverty, HIV/AIDS and the breakdown of appropriate alternative care were revealed as contextual factors leading to CHH. There are also policies and reports guiding the support of learners in schools. There are national programmes that are provided from national level to support needy learners included, namely NSNP, school based crime prevention programmes, the child support grant, the sanitary pads project, exemption from paying school fees and the food garden project. A qualitative method was used and data was collected by means of semi-structured interviews and documents. Five sites were purposefully selected and fifteen ILST members participated. The research sites comprised of five secondary schools. Data were collected from three strata, namely the principal, ILST coordinator and the teacher with the highest number of learners from CHH in his/her class. The study revealed that national programmes were more constant than school-based which were ad-hoc and disjointed. Factors hampering the provision of support included problems with identification of learners from CHH, lack of policies guiding the provision of support to learners from CHH, lack of leadership and the ILST members not being committed enough. Factors enhancing the provision of support included good leadership, availability of programmes at national and the involvement of external stakeholders.