Ndinisa, Sibusisiwe.Naicker , Natlee.2024-11-082024-11-0820232023https://hdl.handle.net/10413/23321Masters Degree. University of KwaZulu-Natal, Durban.In March 2020, South Africa had its first positive case of the deadly Corona virus (COVID-19). This was an unknown virus that had taken the livelihoods of many individuals. Not only did this virus steal the lives of loved ones, it had shifted and changed the growing mind of young learners and placed a hurdle in the way of the academics and future of our young learners. This study has therefore sought to explore the psychological influence of Covid-19 on underprivileged primary school learners from the teachers’ point of view. We had to adhere to Covid-19 protocols and data could not be generated in person. The study adopted a case study design drawing on an interpretive approach. A total of five teachers in one school were selected using a purposive sampling method and one on one focus group interviews and questionnaires were used to conduct this research. Upon gathering the data which was thematically analysed, the conflict theory was the lens through which the data was viewed through. The findings revealed that many learners have been psychologically affected due to Covid-19 mostly as a result of their financial standing in society, which had made it much harder for these learners to accesses the resources needed to cope well. Further, it became evident that Covid-19 has brought about a decrease in the mental well-being of young learners. Through remediation and support it may be possible to assist the affected learners to mental health.enCovid-19 pandemic.Psychological influence of Covid-19.Underprivileged primary school learners.Teachers' experiences.Thesis