How Single Motherhood Shapes Student Performance in Akheri Ward, Arusha

Abstract

This study examines the impact of single motherhood on the academic performance of children in Akheri Ward, Arusha, Tanzania. Grounded in the Family Deficit Model and Social Exchange Theory, it explores the emotional, economic, and social dimensions that shape educational outcomes in single-mother households. Using a mixed-methods design, data were collected from students, single mothers, and teachers through surveys, interviews, and field observations. Findings reveal that children raised by single mothers often face distinct challenges—including emotional vulnerability, financial hardship, and limited parental support—that hinder academic engagement and achievement. Yet, the study also uncovers powerful narratives of resilience: mothers actively support their children’s education through informal networks, while students demonstrate motivation and maturity in the face of adversity. These adaptive strategies reflect reciprocal relationships and community-based coping mechanisms. The study underscores the need for targeted interventions that address both structural barriers and emotional realities affecting student success. It contributes to the growing discourse on family structure and education in East Africa, offering practical insights for educators, policymakers, and community stakeholders committed to supporting vulnerable learners