Admas, Fantahun (PhD)Tadesse, Ephrem2018-08-082023-11-052018-08-082023-11-052015-06http://etd.aau.edu.et/handle/123456789/11200The major purpose of this study was to investigate the psychosocial experiences and educational challenges of students from potter family and assesse the existed support system at primary schools of Soro woreda, Hadiya zone. Qualitative case study research design was employed. Six students from potter family, six teachers, three school directors, two supervisors and head of woreda education office participated in this study. They were selected using purposeful sampling technique. Data were obtained through semi-structure interview, observation and Focus Group Discussion. The data were analyzed based on thematic data analysis technique. The findings revealed that the traditional harmful practice of social discrimination and looking down potter family was still vivid. Hence, students from potter family were despised and undermined by their schoolmates from non-potter family. As a result, lack of self-confidence, frustration, and feeling of inferiority, feeling of hopelessness and worthlessness, and depression were manifested in the everyday lives of the students from potter family. In addition, continuous social stigma and exclusion had made their life bitter, sorrowful and full of intimidation. Some students from potter family had dropped of school. Aside from their psychosocial pain, students from potter family faced economic problems including lack of getting enough food and school materials. Moreover, they have educational problems related to child work and labor, low parent‘s education and perception, poor teacher- student interaction and lack of adequate social support which ultimately lead to the difficult situation. The study concluded that, students from potter group are surrounded by many alarming circumstances that made their schooling at risk. The implication was madeenPsychosocial and Educational ExperiencesThesis