The role of grandmothers in remote, rural villages in Sierra Leone

-Mary H. Hodges, Paul Richards, and Esther Yei-Mokuwa Njala University, Sierra Leone

In Sierra Leone, many grandparents play a pivotal role in the care and upbringing of children, often stepping in as primary caregivers due to factors such as orphanhood, parental separation, or parents working or studying away. Recent studies highlight this trend, with one revealing that 22% of preschool-aged children are cared for by their grandparents. During the Ebola crisis, a study on child mobility in the south and east found that grandparents accounted for about one-third of all foster parents (Richards, unpublished data).

This care often extends beyond basic needs, as grandmothers, in particular, are central to the early education and socialisation of children. Drawing on deep-rooted traditions, such as those found in the Bundu (Sande) society in all parts of Sierra Leone and more widely in other parts of West Africa, grandmothers impart essential cultural values and life skills. The Bundu society – a rich repository of women’s knowledge, particularly around sexuality, childbirth, and social rituals – has long served as a primary form of education for girls. Through its teachings, girls are prepared for key life milestones, including puberty and the associated rites of passage.

For instance, we recently met an elderly grandmother who was caring for her 6-year-old granddaughter. With the parents working in town, the grandmother took charge of the girl’s daily upbringing. After completing the day’s household and farming chores, they would sit together on the veranda in the early evening. The grandmother would sing Bundu songs to her granddaughter, preparing her for the rituals she would encounter when coming of age.

Evolving traditions and education in village settings

These traditions are not static; they have evolved alongside other modern shifts, particularly in the context of social welfare and the growing importance of formal schooling. Today, village girls are exposed to both traditional and Western forms of education, but challenges remain, especially in remote village areas. Culturally rich traditions and generational knowledge offer an opportunity to enhance formal early childhood development delivery, which is faced by infrastructure, capacity and quality challenges.

In many remote rural areas, primary schools are often poorly equipped (2021 Annual School Census), with makeshift buildings, a shortage of qualified teachers, and staff who frequently do not receive government salaries, relying instead on donations from students’ families. In our recent study in ‘hard-to-reach’ communities, a focus group discussion at a rural primary school in Gbandi, Bo district revealed a lack of basic facilities, including limited desks and seating. At a nearby school at Gbangba, many children were forced to sit on the ground. None of the teachers at these schools were on the government payroll; instead, they were paid through parental contributions. This highlights the systemic challenges these communities face. In some cases, the nearest school may be at some distance, requiring children to walk several miles, often over hazardous terrain, including forest paths and makeshift stick bridges. This creates a difficult dilemma for parents and grandparents: should children endure the long, unsupervised walk, with the risk that an underpaid and disgruntled teacher may be absent that day, or stay home to assist with farm work? As some farming parents pointed out, this time spent on the farm helps the child acquire ‘bush knowledge’ – practical skills in caring for the family land, which is often the primary – if not the only – asset of many village households.

Bridging traditional knowledge with formal early childhood education

National adult female literacy rates were 43% in 2019 (DHS 2019). However, rates in rural areas are approximately half that and even lower for the older age groups (DHS 2019). None of the 17 grandmothers we interviewed (age range 37 to over 70 years old) who were caring for grandchildren, had received any formal education. However, each one told our researchers that they ‘knew a lot’, referring to their age and experience, and the wealth of traditional, informal knowledge they had gained through their involvement in the Bundu society.

One example of this knowledge transmission is the role of dancing in Bundu society. During the initiation rituals, village women perform dances for young girls to teach them important social and behavioural norms. Unlike modern schooling, which is largely discursive (i.e. conveyed in words), these rituals embody learning through movement and experience.

This traditional knowledge presents a valuable opportunity to enhance formal early childhood development programmes or even serve as the primary method of early childhood learning in remote villages where schools or centres are unavailable. By integrating elements of cultural practices like storytelling, song and dance into early childhood education, children’s development can be enriched in these remote areas. However, the success of this integration will depend on understanding the context in which children live, including challenges related to health, nutrition, and access to basic services.

For example, in one village, we interviewed a grandmother who was both the primary caregiver for her granddaughter and the community’s senior herbalist. When asked about her approach to childcare, she explained that if her granddaughter fell ill, she would use herbal remedies. If these did not work, she might consult the local health worker, but typically, she would rely on her traditional methods and try different herbs. This highlights the rich blend of formal and informal knowledge systems that influence child rearing in these settings.

Understanding the challenges of grandmothers in child rearing

While grandmothers take pride in raising their grandchildren, their role can be fraught with challenges. Childcare is physically demanding and emotionally taxing. Many grandmothers in our study spoke of the emotional and physical exhaustion that comes with their caregiving duties. A particularly striking concern was the sense of isolation that many grandmothers felt, especially when they had no other support for their work on the farm or in the home.

In some cases, the situation is made even more difficult when grandchildren are brought into the home by their parents, sometimes under difficult or secretive circumstances. We encountered scenarios that involved grandmothers being asked to care for children that their sons had fathered with women outside the family and unknown to the man’s wife. This situation can be particularly challenging, as it may require grandmothers to keep family secrets, adding emotional strain to their already heavy workload.

Additionally, as children gain exposure to modern education, the generation gap can lead to tensions. Grandchildren, increasingly exposed to Western schooling, may begin to challenge or disregard the authority of their grandparents, further complicating the caregiving dynamic.

This generational disconnect can also be compounded by food insecurity in female-headed households. While some grandmothers receive regular food supplies from children living in towns, others face significant challenges in ensuring food security for their grandchildren.

Enhancing early childhood development through community and family-driven approaches

Despite these challenges, village life and communities provide rich opportunities for children’s development. Living under ‘granny’s rules’ often means learning practical life skills such as farming, fishing, cooking and participating in cultural traditions. These experiences can be just as valuable as formal education, especially in the context of school readiness.

In Sierra Leone, where formal early childhood development facilities are still in their infancy, this approach could provide a valuable bridge, allowing children in remote communities to access quality early education that respects and builds upon the cultural heritage of the grandparents.