The Role of Primary Schools in Supporting Pupils Affected by Family Conflicts in Ubungo District, Tanzania

Abstract

Family conflict is a persistent social problem that negatively affects children’s education and well-being in Tanzania, often driven by poverty, unemployment, gender inequality, poor communication, and extended family pressures. This qualitative case study examined the role of primary schools in Ubungo District in supporting pupils affected by family conflict, guided by Nel Noddings’ Care Theory, which emphasizes caring relationships, dialogue, and peace education. The study focused on three primary schools Kibamba, Mbezi, and Upendo and involved 12 purposively selected participants, including pupils, parents, teachers, and school counselors. Data were collected through semi-structured interviews and analyzed thematically, with credibility enhanced through triangulation, member checking, and reflexivity. Findings revealed that socio-economic stressors, particularly poverty and unemployment, were the main sources of family conflict, leading to emotional distress among pupils and negative effects on attendance, behavior, and academic performance. Despite these challenges, schools emerged as protective environments by providing counseling support, teacher care, extracurricular activities, and strengthened parent–school partnerships. The study further identified parent education workshops, peace education, teacher mediation, and integration of social welfare measures into education as effective strategies for improving school responses. It concludes that although schools cannot eliminate family conflict, they play a crucial role in mitigating its impact by offering compensatory care environments that support pupils’ learning and development, and recommends institutionalizing psychosocial support programs, training teachers in basic counseling skills, and embedding social protection considerations within educational policy