The number of vulnerable children in Tanzania is on the rise. For the purpose of this
study, the concept of vulnerable children refers to those who are under18 whose life is in
jeopardy due to socio-economic factors such as: abject poverty, orphanhood, and child
abandonment, among others. Although vulnerability is known to have deleterious impacts
on students’ learning, studies conducted in Tanzanian schools on the issue of vulnerable
children’s education are scarce. Consequently, this research sought to: (a) examine
vulnerable children’s school experiences in Singida from the perspective of educators and
vulnerable children alike; (b) explore challenges facing educators who strive to meet
vulnerable children’s academic needs; and (c) investigate strategies that teachers and
schools can implement to support and scaffold vulnerable children’s learning and
improve quality of education. The study employed a qualitative research methodology
and critical ethnographic approach. Participants were drawn from 5 schools and a centre
for orphaned and vulnerable children located in Singida region, Tanzania, and included 5
school principals, 45 teachers, and 26 children. Data was collected via participatory
observations, in-depth individual interviews, focus group discussions and questionnaires.
The results of this study indicated that the vulnerable children in Singida who
participated in this study generally experienced schools as a stumbling block.
Recommendations are made for urgent intervention by government leaders, policy
makers and educators to support the schools through improved work conditions,
enhanced school leadership and pedagogy, teacher development programs, collective
ownership of the problem and commitment to ensuring improved school experiences for
vulnerable children.