Abstract
This qualitative study explores the emotional well-being and school experiences of pupils residing in child-headed households in secondary schools in Kabwe district, Zambia. Adopting a phenomenological approach, the research aims to provide a nuanced understanding of the challenges and resilience exhibited by this vulnerable demographic. Through focus group discussions with participants from diverse backgrounds, the study delves into the factors influencing emotional well-being, the impact on academic performance, perceptions of school-based support, and the day-to-day challenges faced by pupils. The findings underscore the intricate relationship between emotional well-being and the secondary school context, emphasizing the need for tailored interventions and enhanced support systems. Recommendations include research and knowledge sharing, policy advocacy and implementation, mental health and well-being initiatives, and enhancing school-based support services. By shedding light on the lived experiences of pupils in child-headed households, this research contributes to the discourse on inclusive education and advocates for holistic support systems that empower and uplift students facing complex family dynamics.
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