Truancy in primary learners: Its mitigation through school and community in Eswatini

Abstract

Social Capital Theory underpins this study, exploring how school and community factors mitigate truancy among primary school learners in the Manzini Region of Eswatini. It emphasizes the role of networks, trust, and relationships in promoting collective action, making it a suitable lens for examining collaboration among schools, families, and communities. This study employed a qualitative research design, utilizing interviews, focus group discussions, observations, and document analysis to explore school- and community-level factors influencing truancy. It included 10 principals, 10 teachers, 10 students, and 10 parents. Regarding school-based factors, the study revealed that strong teacher–student relationships significantly reduce absenteeism. Participants emphasized that learners are more engaged and consistent in attendance when they feel supported by empathetic, caring, and approachable teachers. In contrast, limited pastoral care, weak teacher–learner communication, and insufficient attention to learners’ socio-emotional needs were associated with disengagement and irregular attendance. These findings underscore the importance of strengthening teacher capacity in pastoral care and fostering supportive classroom environments as critical school-level interventions. In relation to community and cultural factors, socioeconomic challenges such as poverty, child-headed households, and lack of transportation were identified as major contributors to truancy. Participants noted that learners from vulnerable households often assume additional responsibilities that interfere with regular school attendance. However, active parental involvement and strong community leadership were found to mitigate these risks. Overall, when parents and community leaders reinforce the value of education and consistently monitor attendance, learners are more likely to attend school regularly.