Developing Schools with Secure Bases for Learners from Insecure Parental Attachments in South Africa

Abstract

This study explored the strategies for developing schools with secure bases for learners from insecure parental attachments in South Africa. The study employed a multiple case-study research design. The sampling frame comprised 27 participants, including 6 life orientation teachers, 18 grade 10 learners, and 3 deputy principals from 3 specifically chosen secondary schools in the Sedibeng West district. A purposive sample strategy was used to select grade 10 learners, with 6 learners selected from each school. Data collection for this study involved the utilization of open semi-structured interviews. The data obtained from semi-structured interviews was evaluated and analyzed thematically. The findings indicate social support to include fighting against poverty, social development initiatives, life development initiatives, teamwork and teacher trainings. The study concludes that a significant number of learners who have insecure attachments have not gotten adequate psychological and social support from their homes and schools to help them enhance their attachment and social competence. The study recommends that train parents on best parenting programs and increase awareness in the community on secure homes.