Left-Behind and at Risk: Parental Out-Migration to South Africa and Its Impact on School Retention among Primary School Children in Mzimba, Malawi

Across sub-Saharan Africa, parental labour migration is widely celebrated as a pathway to household economic advancement. Yet behind the optimism of remittances and opportunity lies a quieter crisis. Anchored by two interconnected objectives, the study set out to examine the impact of parental out-migration on school retention rates among left-behind children (LBC) and analyse how parental absence influences academic challenges leading to school dropout. The study was grounded in a constructivist epistemological paradigm, qualitative research approach and the phenomenological case study design. Purposive, convenient and systematic sampling techniques were used to come up with research participants. Data were gathered through document analysis, Focus Group Discussions (FGDs) and Semi-Structured Interviews. Analysis was conducted through descriptive graphical presentation and rigorous thematic data analysis. The findings expose a deeply troubling paradox: while parental migration to South Africa may generate economic benefits through remittances, it simultaneously triggers a cascade of social and educational consequences that erode children's capacity and motivation to remain in school. The major issues identified include low motivation levels, chronic absenteeism, increased involvement in household chores, disruptive behaviours, and lack of parental care and guidance. It is worth mentioning that Human Capital Development, one of the enablers of Malawi 2063 agenda, envisions a Malawi where every citizen, regardless of background or circumstances, is equipped with the knowledge and skills to contribute meaningfully to national development. LBC’s premature departure from the education system constitutes a haemorrhage of human potential, a loss that will reverberate across generations, undermining the very workforce Malawi 2063 Agenda depends upon. Therefore, the study recommends enhanced parental involvement from a distance, community and guardian engagement as well as policy and governance intervention.

Keywords: parental out-migration, parental involvement, left-behind children, education

Education

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