Admas, Fantahun (PhD)Nigusie, Bekure2018-08-072023-11-052018-08-072023-11-052016-06http://etd.aau.edu.et/handle/123456789/11134The general objective of this study was to assess educational and psychosocial challenges of orphan and vulnerable children in Kirkos sub city wereda 01 Abyot Ermija primary school, Addis Ababa. The data were collected through interview of five orphan and vulnerable children, two teachers and two volunteer care givers, observation of orphan and vulnerable children and analysis of documents. Qualitative data analysis was employed to analyze the data. Results revealed that educational challenges of orphan and vulnerable children include work burdens outside school, absence of special classes like makeup and tutorials, inappropriate teaching method for case in point fast lecturing, physical punishments, mark reduction and absence of follow up whereas psychological challenges include discrimination, isolation, peer influences like insults and gossips, verbal abuses from teachers and unable to express ideas which are internal to the child as a result, orphan and vulnerable children develop feeling of helplessness, worthlessness, hopelessness, inferiority, stress, worry, tension, frustration, passiveness, emotionality, depression. Social challenges include social withdrawal due to fear of criticism, poor social skill, no need of socialization, and poor life skills such as communications and decision making Teachers in the school and stake holders should fully participate to intervene educational and psychosocial challenges of orphan and vulnerable childrenenThesis