Balancing school and part-time work : an exploratory study of Afghan elementary school students

Abstract

Afghanistan, beset by prolonged conflict and adversities, has endured a significant socio-economic hardship that has overwhelmingly compelled families to make ends meet. To make that occur, they rely on their underage children to work in different capacities to be the family's breadwinners. This study navigates the intricacies between elementary school students balancing education and employment in the Afghan context. Adopting a phenomenological approach, the study investigates the day-to-day experiences of Afghan elementary school students (aged 8-13) managing school and part-time jobs. Data were elicited and analyzed from the semi-structured interviews and purposive sampling in accordance with Clarke and Braun's reflexive thematic analysis. The analysis identified three principal themes: challenges, experiences, and Coping Mechanisms. Challenges include hindrances to school attendance due to working hours, family financial issues, and psychological stresses. Experiences underscore the harsh physical and psychological toll, leading to fatigue, missed assignments, and daily struggles. Coping mechanisms involve limited strategies, primarily on time management and prioritizing tasks. The findings uncover the dire need for tailored interventions and international aid to address and alleviate the burden on these students.