Effectiveness of Community-Based Strategies in Supporting Marginalized Students in Secondary Schools Education in Meru District, Tanzania

Lidya Joseph Mushi, Evans Ogoti & Evarist Musa
Mwenge Catholic University
Email: mushilidya@gmail.com

Abstract: The study examined the effectiveness of community-based strategies in supporting marginalized students in secondary schools within Meru District. Guided by a case study research design within a qualitative approach, the study was informed by the Social Capital Theory and addressed a single research question. The target population comprised secondary schools with disadvantaged students, teachers, school heads, local government leaders and parents. An expert purposive sampling technique was employed to select one secondary school, one student, one teacher, one head of the school, one local government leader and one parent. Data collection was conducted through an interview guide. The data were analyzed by identifying themes and patterns through systematic coding and interpretation to uncover underlying meanings and insights. The findings revealed that local government leaders are not involved in efforts to assist marginalized students. However, teachers and head of schools demonstrate support through counseling, a few mentorship programs, and communication with parents. Parents, on the other hand, are unable to provide financial support for tutorial programs. The students indicated that there are no tutorial or very limited mentorship programs available to them. The study concluded that support strategies for disadvantaged students are inadequately implemented by local government leaders and are only minimally utilized by teachers, head of the school and parents. Therefore, it is recommended that stakeholders should increase the engagement and foster collaboration to strengthen support mechanisms for marginalized students in Meru District, Arusha Region.