The influence of schooling on the resilient behaviour and academic performance of poverty-stricken adolescents in Gauteng schools

Abstract

The social and economic environments in which children develop are regarded as important variables which relate to academic performance. In order to support learners in achieving academically, an understanding of the role of these different variables is essential. The aim of the study was to investigate the influence of additional educational support on the resilient behaviour and subsequent academic performance of adolescents in Grades 9 and 10. A sample of 117 high school adolescents was used. Schools that offer additional educational support tend, on average, to show a healthier teacher-learner relationship, more parental involvement, superior cognitive development and better study orientation. All these factors were also found to contribute to a learner’s potential to demonstrate resilient behaviour. Based on the literature study and the empirical investigation, recommendations to parents, teachers and schools have been made.