Abstract

Childhood obesity is a growing global concern that impacts both health and education. This article investigates how childhood obesity affects academic performance in rural South African schools. It examines contributing factors such as poor nutrition, low socioeconomic status, and emotional well-being, and how these issues influence learning outcomes. The research is guided by Bronfenbrenner’s Ecological Systems Theory, which highlights the influence of various environmental systems on a child’s development and school experience. A qualitative research approach was employed, using a case study design to understand the lived experience of obese learners. Data collection included semi-structured interviews with teachers and learners, classroom observations, and document analysis. Participants were selected through purposive sampling from schools with a high prevalence of obesity. Thematic analysis showed that obesity affects learning through fatigue, lack of concentration, and increased absenteeism. Obese learners also suffer from bullying and low self-esteem, which negatively impact their motivation and participation. The study recommends school-based nutrition and physical activity programmes, alongside emotional and psychological support. Ethical procedures were observed throughout the study. The findings highlight the need for collaborative action by teachers, parents, policy makers, and health professionals to promote academic success and well-being among obese learners in rural areas.

Keywords: Childhood obesity, Academic performance, Rural schools, Psychological wellbeing, Educational interventions