Abstract:
This study aimed to investigate the academic challenges faced by street children and
their coping mechanisms at Elemo Kiltu Primary School in Chiro town. Utilizing a
qualitative case study design, the research involved participants including the school
principal, four homeroom teachers, and six street children attending the school,
chosen purposively. Data collection methods comprised interviews, observations, and
focus group discussions, followed by thematic analysis for interpretation. The study
findings revealed that street children encounter significant academic challenges,
including limited access to educational resources, time constraints for school
activities, lack of inclusive education implementation, inadequate interventions, and
poverty. Consequently, their overall academic engagement and performance are
notably lower compared to their peers, largely due to the numerous challenges they
face. While schools offer some academic, socio-emotional, and material support,
deficiencies exist in care provision, flexible programs, inclusive education practices,
and active involvement in academic pursuits. Street children employ diverse coping
mechanisms, including individual strategies, supportive peer relationships, and
adaptive learning techniques, often engaging in informal work such as shoe shining,
carrying loads, and selling food to overcome these challenges. The study recommends
collaborative efforts between the school and various stakeholders, such as
government organizations and non-governmental organizations, to attempt the
challenges faced by street children. It emphasizes the need for a supportive school
environment and individualized learning plans, along with integrating life skills
education into the curriculum, to enhance the coping mechanisms of these children
