Grandparent-Headed Families’ Influence on the Academic Performance of Secondary School Learners

Velisiwe Gasa, Paulsha Plaatjies


This exploratory study investigated the influence of grandparent-headed families on the academic performance of secondary school learners. Using semi-structured open-ended interviews, the study was conducted in five secondary schools in Port Elizabeth, South Africa. The findings reveal that learners who live in a grandparent-headed household face challenges which may hamper their academic achievement. Accordingly, this study argues that the grandparent-headed family is a very important family unit – one that needs to be supported in order to function well. Proper backing enables such families to provide better parental support and guidance and helps affected learners to achieve well academically. The study also recommends intervention strategies to help both grandparents and learners in grandparent-headed families to cope with the situation in which they find themselves.

DOI: 10.5901/mjss.2013.v4n14p429

Full Text: PDF

Licenza Creative Commons
This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

Copyright © MCSER-Mediterranean Center of Social and Educational Research

To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders..