Education and care: how teachers promote the inclusion of children and youth at risk in South Africa

Abstract

Children and youth at risk, particularly those placed in child and youth care centres (CYCC) in South Africa, have su ered from school disengagement due to multiple barriers to learning such as the exposure to crime and violence at a young age. As children and youth at risk at these centres find it di cult to engage in learning, new approaches need to be found to re-engage their interest to learn. This article discusses how the ‘Curriculum of Care’, an adaptation of the Curriculum and Assessment Policy Statement (CAPS), responds to the educational needs of children and youth at risk at a CYCC in theWestern Cape. It draws primarily from interviews and a focus group discussion with the centre manager and teachers at the institution. The findings reveal that positive learning outcomes, and the e ective integration of children and youth at risk, are shaped by positive teacher–learner relationships; however, the findings raise questions about the extent to which such a curriculum prepares children and youth at risk for life after they leave the institution. The article suggests that the institutions providing education and care for children and youth at risk need to provide a curriculum balancing academic rigour with care to promote a holistic, inclusive education programme that enables youth and children at risk to e ectively navigate their entry into society.