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Poverty is one of the most unrelenting issues in the world, as in most cases, it tends to recycle over the generations by means of lack of access to quality education, lack of economic opportunities and even the social inequalities that tend to be embedded in the society. This paper discusses the importance of education as a transformational process that can break the intergenerational poverty cycle and alleviate socio-economic statuses of families. The research paper relies on the international and South African literature on the connection between educational access, quality, and relevance and the life paths, employability, and well-being of learners. It brings out the diverse channels whereby education leads to upward social mobility that include acquisition of skills, human capital, greater earning power, better health literacy, and better civic engagement. In addition, the study examines structural constraints that prevent low-income families to fully gain the benefits of educational opportunities, such as insufficient school resources, socio-economic factors, gaps in the policies and implementing them, and institutional inequities. Through the socio-ecological lens, the discussion shows that education has the greatest potential to bring families out of poverty with the help of inclusive policies, specific social support programmes, and community-based interventions. The study concludes that education is a source of sustainable development, economic empowerment, and social transformation although not alone, but when incorporated in the comprehensive anti-poverty strategies, it can help eradicate poverty.  

This study explores the role and impact of school feeding scheme programmes on learner well-being and academic performance in Limpopo Province, South Africa, using a qualitative research approach. School feeding schemes are essential interventions aimed at alleviating food insecurity and supporting educational development among socio-economically disadvantaged learners. Data were collected through in-depth interviews and focus group discussions with learners, educators, parents, and school administrators. This approach provided a rich understanding of lived experiences and perceptions regarding the feeding programmes. The findings reveal that regular school meals enhance learners’ concentration, motivation, and emotional well-being, which in turn positively influence their participation and engagement in the classroom. Participants also highlighted how the programme fosters a sense of stability and routine for vulnerable children. However, concerns were raised about irregular food deliveries, inadequate infrastructure, and limited variety in meal content, which often hinder the programme's overall effectiveness. The study concludes that school feeding initiatives play a crucial role in learner support, but their success depends on consistent implementation, community involvement, and improved management practices. These findings provide practical insights for policymakers and education authorities to improve the management, consistency, and nutritional quality of school feeding programmes in rural contexts.

Globally, there were 5 million COVID-19 deaths between March 2020 and October 2021, and approximately 5·2 million children lost a parent or caregiver because of COVID-19-related deaths. This has left so many orphaned children that had to navigate life without parental supervision. This paper aims to demonstrate the adverse social effects of covid-19 in the lives of children in child-headed families in a small village called Mavalani in Limpopo province, South Africa. We employed a qualitative study utilizing an explorative research design to get deeper knowledge of the adverse effects of Covid-19 on child-headed families in Mavalani village. Purposive sampling, which is a non-probability sampling technique was used to purposefully select the participants that are suitable for the research study. A sample size of 10 teenagers aged 13-17 years old were randomly selected within the population of child-headed families in Mavalani village. Thematic data analysis was utilized to analyse the adverse social effects experienced by child-headed families because of covid-19 parental death. Main findings of the study demonstrate that the COVID-19 pandemic has had a profound impact on family dynamics, resulting in the loss of parents and leaving children to care for their siblings in child-headed households. These children often face discrimination and social isolation due to the stigma associated with being a part of a child-headed family, leading to feelings of anxiety when interacting with their peers. Taking on the responsibilities of a parent at a young age has also had a significant impact on their childhood experiences and overall well-being.

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.

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.

Poverty is one of the most unrelenting issues in the world, as in most cases, it tends to recycle over the generations by means of lack of access to quality education, lack of economic opportunities and even the social inequalities that tend to be embedded in the society. This paper discusses the importance of education as a transformational process that can break the intergenerational poverty cycle and alleviate socio-economic statuses of families. The research paper relies on the international and South African literature on the connection between educational access, quality, and relevance and the life paths, employability, and well-being of learners. It brings out the diverse channels whereby education leads to upward social mobility that include acquisition of skills, human capital, greater earning power, better health literacy, and better civic engagement. In addition, the study examines structural constraints that prevent low-income families to fully gain the benefits of educational opportunities, such as insufficient school resources, socio-economic factors, gaps in the policies and implementing them, and institutional inequities. Through the socio-ecological lens, the discussion shows that education has the greatest potential to bring families out of poverty with the help of inclusive policies, specific social support programmes, and community-based interventions. The study concludes that education is a source of sustainable development, economic empowerment, and social transformation although not alone, but when incorporated in the comprehensive anti-poverty strategies, it can help eradicate poverty.  

This study explores the role and impact of school feeding scheme programmes on learner well-being and academic performance in Limpopo Province, South Africa, using a qualitative research approach. School feeding schemes are essential interventions aimed at alleviating food insecurity and supporting educational development among socio-economically disadvantaged learners. Data were collected through in-depth interviews and focus group discussions with learners, educators, parents, and school administrators. This approach provided a rich understanding of lived experiences and perceptions regarding the feeding programmes. The findings reveal that regular school meals enhance learners’ concentration, motivation, and emotional well-being, which in turn positively influence their participation and engagement in the classroom. Participants also highlighted how the programme fosters a sense of stability and routine for vulnerable children. However, concerns were raised about irregular food deliveries, inadequate infrastructure, and limited variety in meal content, which often hinder the programme's overall effectiveness. The study concludes that school feeding initiatives play a crucial role in learner support, but their success depends on consistent implementation, community involvement, and improved management practices. These findings provide practical insights for policymakers and education authorities to improve the management, consistency, and nutritional quality of school feeding programmes in rural contexts.

Globally, there were 5 million COVID-19 deaths between March 2020 and October 2021, and approximately 5·2 million children lost a parent or caregiver because of COVID-19-related deaths. This has left so many orphaned children that had to navigate life without parental supervision. This paper aims to demonstrate the adverse social effects of covid-19 in the lives of children in child-headed families in a small village called Mavalani in Limpopo province, South Africa. We employed a qualitative study utilizing an explorative research design to get deeper knowledge of the adverse effects of Covid-19 on child-headed families in Mavalani village. Purposive sampling, which is a non-probability sampling technique was used to purposefully select the participants that are suitable for the research study. A sample size of 10 teenagers aged 13-17 years old were randomly selected within the population of child-headed families in Mavalani village. Thematic data analysis was utilized to analyse the adverse social effects experienced by child-headed families because of covid-19 parental death. Main findings of the study demonstrate that the COVID-19 pandemic has had a profound impact on family dynamics, resulting in the loss of parents and leaving children to care for their siblings in child-headed households. These children often face discrimination and social isolation due to the stigma associated with being a part of a child-headed family, leading to feelings of anxiety when interacting with their peers. Taking on the responsibilities of a parent at a young age has also had a significant impact on their childhood experiences and overall well-being.