This policy brief draws from the findings of a study which investigated the academic performance of orphaned learners aged between eight and ten years from ten public primary schools in Mankweng Circuit of Limpopo Province, South Africa. Based on the findings of the study the brief makes recommendations for the provision of afterschool intervention programmes by the Department of Basic Education to cater for the scholastic needs of the disadvantaged learners. The brief also advocates for the incorporation of psychosocial issues and counselling in the teacher training curriculum, coupled with the establishment of healing classroom and learning programmes which will focus on social and emotional issues.
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