Moen, Melanie2023-07-142023-07-142022Melanie Moen (2022) Teachers’ perspectives on the factors contributing to childhood adversity, Pastoral Care in Education, 40:1, 25-40, DOI: 10.1080/02643944.2020.1855671.0264-3944 (print)1468-0122 (online)10.1080/02643944.2020.1855671http://hdl.handle.net/2263/91432The aim of the study was to determine from teachers’ unique perspectives, the types of adversities young South African children are exposed to. The sample consisted of 135 primary school, foundation phase teachers from six different provinces. The data were collected by using an adversity checklist which also included an open-ended question. An overwhelming number of teachers (71%) identified divorce as the most prevalent adversity in the school context. The results suggest that the negative effects of divorce on the well-being of the child, conflict between separated/divorced parents, children left with relatives and long working hours are some of the unfavourable effects of divorce and separation that foundation phase teachers notice in school settings. The pastoral role of the teacher in identifying and supporting children exposed to adversity was also highlighted.en© 2021 NAPCE. This is an electronic version of an article published in Pastoral Care in Education, vol. 40, no. 1, pp. 25-39, 2022. doi : 10.1080/02643944.2020.1855671. Pastoral Care in Education is available online at : https://www.tandfonline.com/loi/rped20.Childhood adversityAdversityDivorceSingle parentsPrimary schoolsSouth Africa (SA)SDG-03: Good health and well-beingSDG-04: Quality educationPostprint Article