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Abstract
Learners living with sickle cell disease (SCD) frequently experience recurrent health complications that disrupt school attendance, classroom participation and overall academic progress. While considerable attention has been devoted to the medical management of SCD, limited empirical evidence exists on how caregiver support contributes to the educational outcomes of affected learners, particularly within the Cameroonian context. This study examined the influence of caregiver support on the academic progress of learners diagnosed with sickle cell disease in the Fako Division of the South West Region of Cameroon. Specifically, the study investigated the effects of caregivers' cultural and spiritual support on learners' academic progress. The study adopted a sequential exploratory mixed-methods design. A total of 253 participants, comprising 36 caregivers, 177 secondary school students and 40 primary school pupils diagnosed with SCD, participated in the study. Participants were selected using purposive, simple random, convenience and snowball sampling techniques. Data were collected using questionnaires and semi-structured interviews. Quantitative data were analysed using descriptive statistics and linear and multiple regression analyses, while qualitative data were analysed thematically. The findings revealed that both cultural and spiritual caregiver support significantly and positively influenced learners' academic progress. Cultural support significantly predicted academic progress among secondary school students (β = 0.675, p < .001) and primary school pupils (β = 0.574, p < .001). Likewise, spiritual support exerted a significant positive influence on academic progress among secondary school students (β = 0.787, p < .001) and primary school pupils (β = 0.651, p < .001). Qualitative findings further demonstrated that caregivers promoted learners' educational engagement through culturally responsive care practices, faith-based encouragement, emotional reassurance and sustained family involvement. The study concludes that caregiver support constitutes an important protective factor for improving the academic progress of learners living with sickle cell disease. It recommends strengthened collaboration among families, schools and healthcare providers to promote culturally sensitive, holistic and learner-centred support systems that enhance educational participation and achievement.
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