This study investigates the psychosocial experiences of orphan children in primary education, focusing on the challenges they face and the interventions that can support their well-being and academic success. Orphaned children often experience heightened emotional, social, and psychological difficulties that can hinder their academic performance and overall development. This research explores the factors contributing to these challenges, such as the loss of parental care, stigma, lack of emotional support, and financial instability. Additionally, the study examines the role of school environments, teachers, and peer interactions in either exacerbating or alleviating these issues. The research also evaluates various interventions, including counseling services, peer support programs, and community involvement, that can help mitigate the psychosocial difficulties of orphan children. Data was collected through interviews with teachers, school counselors, and orphaned students, as well as surveys administered to primary school educators. The findings emphasize the importance of a supportive school environment, teacher training, and comprehensive intervention programs to improve the psychosocial well-being of orphan children. Recommendations are made for schools, policymakers, and communities to work collaboratively in addressing the unique challenges faced by orphaned students, ensuring they receive the necessary emotional, psychological, and academic support.

Psychosocial experiences, Orphan children, Primary education

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