The effect of child neglect on the academic performance of learners: A case of selected primary schools in Mkoba of Gweru, Zimbabwe

Globally, child neglect remained a significant social and educational challenge with serious implications for learners’ psychological well-being and academic performance. In Zimbabwe, particularly in high-density urban areas, child neglect continued to undermine educational outcomes, necessitating empirical investigation. This study examined the effects of child neglect on the academic performance of learners in public primary schools in Mkoba, Zimbabwe. The study was guided by three objectives: to identify common forms of child neglect experienced by learners, to assess its effects on academic performance, and to evaluate existing school-based, parental, community, and policy interventions. A descriptive mixed-methods research design was adopted. Data were collected using structured questionnaires and semi-structured interviews from a sample of 120 participants; learners, teachers, head teachers and parents/guardians. Quantitative data were analysed using descriptive statistics and regression analysis (SPSS Version 25), while qualitative data were analysed thematically. Findings revealed that educational neglect was the most prevalent form, particularly lack of learning materials (M = 3.72) and inadequate homework support (M = 3.58), followed by physical and emotional neglect. Regression analysis indicated that child neglect significantly predicted academic performance (R² = 0.620, F = 20.42, p < 0.001), with educational neglect exerting the strongest negative effect (β = -0.442), followed by emotional (β = -0.398) and physical (β = -0.312). Qualitative results confirmed that neglect contributed to poor concentration, low academic achievement, absenteeism, and psychological distress. The study concluded that child neglect significantly impaired academic performance, while existing support systems remained fragmented and inadequate. The study therefore recommended strengthened child protection policies, improved school-based support services, and enhanced multi-sectoral collaboration.