This research topic presents a discussion on psychosocial deprivation and how it impacts on learners academic performance. It is a case study guided by the following questions: To what extent does psychosocial deprivation influence scholastic performance of grade seven learners? How can the school counteract the effects of psychosocial deprivation? What forms of assistance do parents and teachers need in order to work together to benefit the learners? This is a quantitative study underpinned by the ecosystemic perspective as well as the social constructivist theory. The sample size consisted of seventy learners taken from a primary school which was later reduced to twenty eight learners. The findings of the study were lack of motivation, absenteeism, learning disabilities, difficulties learning English as a second language, stressful family life, poverty and the like were some of the factors that affect learners and eventually results in their poor academic performance. The learners’ environment or neighbourhood is seen as one of the many social contexts that shape children’s cognitive, social and emotional development. However the neighborhood context does not simply “imprint” itself on children, but can be mediated or moderated by other social contexts, in particular the family. Learners who struggle with schoolwork without receiving effective intervention often drop out of school and, as a consequence, have increasingly dire employment prospects. Many learners are invisible strugglers, falling through the cracks and being written off as not needing the extra effort and intervention that educators can provide. Schools, educators and education policy makers must strive to level the playing field by counteracting or minimizing the impact of socio-economic factors on learner’s academic performance by doing the following: Supplying educational materials timeously. Preparing syllabi suited to the age, level and language of learners. Provide ongoing learner support with the help of guidance counselors and social workers. Provide nutritious programmes to supplement those with inadequate diets. Parents and teachers should work together to promote teaching and learning. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

The primary purpose of this study was to investigate primary school learners’ perceptions of educator absenteeism. This study, which was located at a government primary school in the suburb of Kloof in the Ethekweni region, KwaZulu –Natal, attempted to answer the following key research questions: What are primary school learners’ perceptions of educator absenteeism and, how do they perceive educator absenteeism to be impacting on their holistic development in the classroom. A qualitative case study within the interpretivist paradigm which this study uses, was regarded an appropriate methodology to provide narrative accounts of children’s opinions, understandings, attitudes and perceptions of their world. Two data collection instruments, namely the focus group interview and the closeended, were used. The questionnaire was used to enhance the representivity of the study by involving a larger sample of the target group. A pilot study of the focus group interview was done to evaluate the effectiveness and appropriateness of the research questions, and to enhance the validity of the research. The learners’ responses guided the compilation of the close-ended questionnaire. Focus group interviews were conducted with each of the four Grade Six classes in the school which formed the target population of this study, and the questionnaire was randomly issued to fifteen (15) learners from each of the four Grade Six classes giving a total of 60 learners. Using the thematic analysis; and frequency counts the data suggests that learners perceive that educator absenteeism impacts negatively on learner development in the classroom with regards to issues such as learner interest and motivation, learner behaviour, learner-educator relationships, educator support and encouragement and classroom climate. The findings in this study concurred with other research studies, both qualitative and quantitative, in which more specific aspects of educator absence were investigated. Based on the findings of this research, the following recommendations were made: firstly, that learners must be meaningfully and constructively occupied during the socalled “free periods”, when the regular classroom educator is absent; secondly, a pool of qualified substitute educators to be established, to fill in for absentee educators so that the teaching and learning process is not disrupted and thirdly, the department of education should revisit its absentee and leave policy so as to apply stricter measures concerning educator absence in an effort to make educators more accountable for their attendance. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

The phenomenon of aggression has been of interest to psychologists for many years, and has resulted in a variety of theories which-attempt to explain its existence in man. Aggression is prevalent in our primary schools today and it was this observation which initiated the research project. The Relationship Theory was applied in order to gain insight into the life-world of the aggressive child and to explore possible causes which may originate from changes in our society. / Psychology of Education / M. Ed. with specialisation in Guidance and Counselling (Psychology of Education)

The phenomenon of aggression has been of interest to psychologists for many years, and has resulted in a variety of theories which-attempt to explain its existence in man. Aggression is prevalent in our primary schools today and it was this observation which initiated the research project. The Relationship Theory was applied in order to gain insight into the life-world of the aggressive child and to explore possible causes which may originate from changes in our society. / Psychology of Education / M. Ed. with specialisation in Guidance and Counselling (Psychology of Education)