Community Support on School Feeding Programs to Enhance Learning Outcomes for Primary Schools’ Pupils with Intellectual Impairments in Tabora District, Tanzania

Abstract

This study examined the effect of community support for school feeding programs on learning outcomes of pupils with intellectual impairments in primary schools in Tabora District, Tabora Region-Tanzania. The study was guided by Joyce Epstein’s Theory of Overlapping Spheres of Influence (1990s). The study employed mixed research approach with explanatory sequential design. The sample size of the study was 153 respondents selected using purposive, stratified, and simple random sampling techniques to ensure representativeness. The data was collected using questionnaires, interview and focus group discussion. The analysis of data was done using SPSS version 26 for quantitative data while qualitative data were thematically analysed. The study revealed that community support significantly enhances school feeding programs, leading to improved nutrition, concentration, attendance, and learning outcomes for pupils with intellectual impairments, though inconsistent engagement and limited awareness remain challenges. Teachers and participants emphasized the need for stronger collaboration and targeted education to increase parental involvement and program inclusivity. It was recommended that schools and stakeholders should organize regular awareness campaigns and workshops to educate communities about the specific needs of pupils with intellectual impairments to foster meaningful support. Additionally, strengthening partnerships between communities and government agencies is essential to ensure sustainable funding, transparent resource allocation, and effective program monitoring.