Research Article

Psychosocial impact of adverse home environment on primary school performance in Cambodia

Thida Kim 1 * , Miranda De Gruiter 2 , Line Kuppens 3
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1 The University of Hong Kong, Hong Kong Island, HONG KONG2 VVOB–Education for Development, Pretoria, SOUTH AFRICA3 University of Amsterdam, Amsterdam, NETHERLANDS* Corresponding Author
International Journal of Professional Development, Learners and Learning, 6(2), July 2024, e2410, https://doi.org/10.30935/ijpdll/15172
Submitted: 21 March 2024, Published: 18 September 2024
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ABSTRACT

There is lack of an in-depth understanding of the impact of psychosocial problems at home on learning performance among primary school children in Cambodia. Hereafter, the aim of this study is to gain a better understanding of the psychosocial challenges that primary school children in Cambodia face at home and how those affect their school performance. The semi-structure interviews were conducted with 86 participants in Battambang and Kampong Cham provinces, including students, parents/caregivers, and school officers. The thematic analysis was utilized. The findings show that primary school children who are exposed to family adversity, including domestic violence, family division, and household socio-economic crisis, demonstrate symptoms of psychological distress, impaired social interaction, and poor school performance. Low school performance was often anticipated by the lack of parental involvement and the overall deficient quality of teaching.
Keywords: psychosocial challenges, adverse home environment, primary school children, learning difficulties

CITATION (APA)

Kim, T., De Gruiter, M., & Kuppens, L. (2024). Psychosocial impact of adverse home environment on primary school performance in Cambodia. International Journal of Professional Development, Learners and Learning, 6(2), e2410. https://doi.org/10.30935/ijpdll/15172

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