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Poverty continues to pose a significant challenge to educational development, particularly in the early years of a child’s life. Teachers, as primary facilitators of learning, are uniquely positioned to observe how socioeconomic conditions influence children’s cognitive, emotional, and social development. Hence, the current study explored teachers’ perceptions on the effects of poverty on early childhood learning at a selected village in Limpopo Province. The study used a qualitative exploratory research design. A sample of 12 participants was selected through purposive sampling. Data was collected through semi-structured interviews using an interview guide and analyzed through thematic content analysis. The findings revealed that poverty affects learners’ academic performance in the classroom, including poor participation in classroom activities, poor scholastic performance, poor attendance, and dropping out of school. The results further revealed that children are affected psychologically due to bullying, being labeled poor, and stress. The findings of this study show that poverty has a profound and multidimensional impact on learners’ academic and psychological well-being. Therefore, the government, schools, parents, and the community can help reduce the negative effects of poverty on learning by collaborative efforts.

Despite significant initiatives to enhance educational access for marginalised communities in Africa, the prevalence of street children not enrolled in school remains substantial. Despite several studies examining educational access disparities among marginalised groups, obstacles to governmental initiatives aimed at enhancing educational opportunities for street children in Africa remain insufficiently investigated. This study elucidates these constraints, concentrating on Mutare Urban, Zimbabwe.  It examined the obstacles to governmental initiatives aimed at enhancing educational access for street children in Mutare Urban, Zimbabwe. The study employed a human rights-based approach as its theoretical framework to answer this subject. The research employed a qualitative methodology, utilising interviews, focus group discussions, and documentary analysis for data collection. These methodologies enabled the researchers to comprehend the subjective, lived experiences and perspectives of participants on obstacles to governmental initiatives aimed at enhancing educational access for street children in Mutare Urban. The study identified social disintegration, economic limits, insufficient teamwork, and corruption and nepotism as primary obstacles to governmental initiatives aimed at enhancing educational access for street children in Mutare Urban. The report advises enhanced funding, collaboration, monitoring, and evaluation of government programs, as well as a case-by-case approach to facilitate access to school for street children in response to the identified problems.