Lived Experiences of Counsellors Assisting Form One Boarding Learners Experiencing Separation Anxiety from Selected Private Schools in Zimbabwe

This qualitative phenomenological study explores the lived experiences of counsellors supporting Form One learners with separation anxiety in selected Zimbabwean boarding schools. Using in-depth interviews with ten counsellors from selected private schools, the study examines counsellors' perceptions of the causes, manifestations, and effects of separation anxiety on Form One learners’ emotional wellbeing and academic performance. Findings reveal that counsellors face challenges in addressing learners’ diverse needs, highlighting the need for tailored interventions, improved mental health resources, and stronger guidance and counselling services. The study emphasises the importance of counsellor–learner relationships, parental involvement, and teacher training in fostering resilience and effective coping strategies. Guided by Attachment Theory (Bowlby), which explains the emotional effects of separation, and Client-Centred Theory (Rogers, which promotes empathy and unconditional positive regard, the research recommends prioritising comprehensive mental health support in boarding schools to enhance learners’ holistic development, emotional wellbeing, and academic success. Four themes emerged from the thematic analysis of the data. These include: Perceived causes of separation anxiety; manifestation and impacts of separation anxiety disorder on learners, intervention strategies; and Challenges faced by counsellors. Counsellors have learned that they may not use a one-size-fits-all approach since the learners with separation anxiety come from diverse backgrounds. The study recommends preparing and orienting the learners before going to boarding school, collaboration of all stakeholders, counsellors, school administrators, parents, teachers, and fellow students as peer counsellors.

Boarding school; School Counsellors; Form One Learners, Mental health; Separation anxiety

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