Dr Samson Mhizha

An alarming and escalating number of children are making a living on the streets globally. In Zimbabwe, policy interventions for street children have been punitive, lethargic and haphazard, and studies on children’s mental health and resilience in difficult circumstances are scarce. To grasp the causes and consequences of street life, one must look at various factors, including family dysfunction, abuse and trauma, exploitation and alienation, poverty, addiction and mental health inadequacies. The literature demonstrates a glaring lack of research and interventions from a psychological perspective. Family reunification programmes in Zimbabwe have been uncoordinated, unsuccessful and poorly formulated, primarily because of the lack of empirical bases.

Dr Samson Mhizha will implement and trial the model that emerged from his studies that includes more theoretical variables like causal analysis and resilience nodes among these children. The study will explore street children’s experiences with and reactions to a family reunification model involving community stakeholders, schooling, psychological rehabilitation and religious systems. The study will focus on the well-being of street children, particularly on determining and building their resilience and, therefore, their wellness.

Under his innovative model, the study will explore the factors, processes and outcomes of family reunification among street children. Twenty key informants, including social workers in the Department of Social Welfare, staff at NGOs that work with street children, parents or guardians of street children, a former street child, traditional leaders, religious leaders, school heads and school teachers will contribute to the research; and 16 street children will share their experiences and benefit from the model.

Key outputs include the development of a contextualised programme and practices on family reunification that should consist of the input and views of the street children involved; the result of a religious and spiritual system that destigmatises and supports children from difficult circumstances, especially street children; the result of an educational and community guide that supports learning of all children including those coming from the streets.

Dr Mhizha anticipates that his model and research will lead to greater and stronger coordination of organisations and stakeholders who provide services to street children, with government taking centre stage; and the development of a strengthened local and national education system to coordinate, support, supervise and monitor learning for children from disadvantaged backgrounds, including street children.