Enabling resilience and OVC inclusion through relational agency: a case of OVC inclusion/exclusion into education in Eswatini

This article looks into enabling the resilience and inclusion of orphaned and vulnerable children (OVC) into education through the social relational networks which they have with others in their environments. Situated within a qualitative approach, the research collected data on the experiences of OVC through semi-structured interviews, questionnaires and a message-in-a-bottle technique. It presents some of the findings on the significant hardships as well as supportive relationships experienced by OVC at the hands of their families, communities and schools. These experiences are framed within a discussion of various understandings of agency and resilience. Favouring a relational approach to agency and resilience, the analyses suggest that, while OVC endure grievous challenges which place them at risk of experiencing exclusion, through the relational networks they have with others, they are able to be resilient and experience inclusion in education and generally.