Effects of Displacement due to Illegal Mining on Rural Learners' Academic Performance in Shurugwi, Zimbabwe

This qualitative study explores the effects of displacement due to illegal mining on the academic performance of rural learners in Shurugwi, Zimbabwe. Utilising a sample that includes four learners, four teachers, two Ministry of Primary and Secondary Education officials, a member of parliament, a village head, a police officer, a human rights lawyer, and an educational psychologist, data was collected through two focus group discussions—one with learners and another with adults. Thematic analysis was employed to interpret the data, while ethical considerations, such as confidentiality, were prioritised throughout the research process. The study identifies a significant research gap in understanding the specific impacts of illegal mining displacement on education in rural Zimbabwe. One key finding reveals that displaced learners experience increased anxiety and emotional distress, adversely affecting their academic focus and performance. To address these challenges, the study recommends implementing psychosocial support programs that help displaced learners cope with emotional and psychological issues, ultimately enhancing their educational engagement and outcomes.