The School-Based Family: Teachers as Parental Figures for Orphans and Vulnerable Children in Ugandan Schools

ABSTRACT

The purpose of this study was to examine the possible formation of surrogate families within Ugandan schools, especially among orphans who lack positive development opportunities typically provided by parents. This qualitative study sample of 66 Ugandan secondary school students were selected from eight schools in the Mukono district of Uganda. Findings suggest a potentially widespread family formation pattern between students and their teachers. More than 75% of students interviewed self-identified their teacher as family. Some teachers were able to offer orphans and vulnerable children positive developmental assets and were, therefore, identified as family.

KEYWORDS:

• African families
• crisis in families
• extended families
• family paradigms
• functioning of families
• identity development
• qualitative research

Additional information

Funding

This work was supported by the Office of Research and Creative Activities, Brigham Young University [Grant Number $20,000.00].