The role of dysfunctional environments in the academic performance of learners in three primary schools in Tshwane South District

Abstract

This study focused on the role of dysfunctional environments in the academic performance of learners. Dysfunctional environments are defined as a situation in which the physical, emotional and psychological wellbeing of individuals is not promoted or supported. The study was qualitative in nature. Semi-structured interviews were used to collect data. The thematic approach was used to analyse the data collected. Nine teachers who worked with learners from dysfunctional environments participated in the study. The purposive sampling technique was used to select the participants. The data analysis led to the identification of several themes: problems at home, insecure environments and poor parental involvement. In an attempt to support these learners, teachers treated them well, and showed them love. It was recommended that schools should appoint psychologist and invite parents to schools for discussions of learners' behaviour.