ARTICLES
DOI DOI: 10.38140/ijspsy.v5i3.2167

Protracted distances from home to school influence ECD learners’ psychological well-being at rural primary schools in Masvingo South district, Zimbabwe

Chidarikire Munyaradzi1, Theresia Joakim Kanyopa 2, Matseliso Mokhele-Magwalwa1
  1. 1 University of the Free State, South Africa
  2. 2 University of the Free State

Abstract

Long distances from home to school adversely impact the psychological well-being of Masvingo South rural Early Childhood Development learners in Zimbabwe. This study explores how these long distances influence young learners' mental health and educational experiences in rural settings. It fills the gap in understanding the psychological effects of travel distance on ECD learners, a topic that has received limited attention in existing literature. It employs a qualitative research methodology, utilising a phenomenological approach to explore the lived experiences of learners. The research paradigm is interpretive, focusing on understanding participants' subjective experiences. A purposeful sampling strategy was employed to select 11 participants engaged in focus group discussions. Data were analysed using thematic analysis to identify recurring themes related to psychological well-being and educational outcomes. The findings revealed that long travel distances significantly contribute to anxiety and stress among ECD learners, affecting their overall academic performance and social interactions. This study recommends advocating for establishing more accessible educational facilities within the community to reduce travel burdens. The implication of this research underscores the necessity for policy-makers to consider the geographical challenges rural communities face in educational planning.

How to Cite

Munyaradzi, C., Kanyopa , T. J., & Mokhele-Magwalwa, M. (2025). Protracted distances from home to school influence ECD learners’ psychological well-being at rural primary schools in Masvingo South district, Zimbabwe. International Journal of Studies in Psychology, 5(3), 74–80. https://doi.org/10.38140/ijspsy.v5i3.2167
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