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\nExamining how students’ social networks and relationships at school and home affect academic performance: The case of selected secondary schools in Mangochi, Malawi  \nBester Dinga, Kettie Chipeta, Judith Mtalimanja, Iman Salimu, John William Phiri and Mariseni Mwale*  \nDepartment of Education Foundation, Faculty of Education, Mzuzu University, Malawi.  \nAccepted 26 August, 2025  \n\n| ABSTRACT\u003Cbr>This study investigated the influence of social networks and relationships on academic performance among students in two secondary schools in Mangochi. We used mixed methods, applying both qualitative and quantitative approaches. The findings indicated factors as low peer study habits, poor family involvement and lack of teacher-student relationships as impeding academic performance. A significant number of respondents (50%) reported that their friends discouraged them regarding academic efforts, highlighting a lack of supportive peer dynamics. Family engagement was also limited, as 58.3% of respondents stated that their parents rarely checked their academic progress, underscoring the importance of family support in students' educational journeys. Teacher-student relationships emerged as a critical factor, with many students feeling unsupported and perceiving their teachers as somewhat unapproachable. Only 41.7% of respondents reported receiving adequate academic guidance outside of class. The study highlighted the need for improved communication among peers, families, and educators to foster a supportive learning environment. The findings suggested several practical interventions, including enhancing peer collaboration programs, increasing parental involvement, and improving teacher training to promote approachability. The research emphasized the necessity for educational stakeholders to address issues of peer influence, family support, and teacher engagement to cultivate an environment conducive to academic success.\u003Cbr>Keywords: Academic performance, peer influence, family relationships, teacher-student dynamics. |\n| --- |\n| *Corresponding [author. Email: marisen.mwale@gmail.com](author. Email: marisen.mwale@gmail.com). |\n\nINTRODUCTION  \nEducation has been widely recognized as a key driver of personal and national development, serving as a foundation for economic growth, social progress, and improved quality of life (UNESCO, 2015) . While academic performance has often been attributed to factors such as teacher competence, availability of learning materials, and school infrastructure (Goodenow, 1993) , the role of students' social networks and relationships remains an understudied yet crucial aspect of educational success. Empirical Studies indicate that students' social interactions within their home and school environments significantly influence their cognitive, emotional, and behavioral  \nengagement in learning (Wang and Eccles, 2012 ; Mlangeni, 2015; Barrington and Handa, 2016) . Similarly, Martinot et al. (2022) demonstrated that support from peers and teachers directly impacts students' sense of belonging and engagement in school activities.  \nIt is pertinent to note that at both school and home, learners engage with peers, teachers, family members, and community members in relationships that can either foster or hinder their academic achievement. In Malawian rural Community Day Secondary Schools (CDSS), students navigate a myriad of complex social dynamics that militate against their educational outcomes. Against  \nAfr Educ Res J 56  \nthat background of barriers, family expectations, peer influence, and teacher-student relationships play a critical role in determining learners' motivation, self-discipline, and ability to concentrate on their studies. Studies in the psychology of learning have also shown that students who receive emotional and academic support from their families tend to demonstrate higher lev","cbCaip8y3jMPMtgJ","https://ap.wps.com/l/cbCaip8y3jMPMtgJ","pdf",108888,"English","# Abstract\n# Introduction\n# Methodology","[{\"question\":\"Which social factors were found to hinder students’ academic performance?\",\"answer\":\"Low peer study habits, poor family involvement, and weak teacher–student relationships were identified as key barriers.\"},{\"question\":\"How did peer influence affect students’ academic efforts?\",\"answer\":\"Many respondents reported that friends discouraged them regarding academic work, indicating unsupportive peer dynamics.\"},{\"question\":\"What practical interventions does the study recommend?\",\"answer\":\"The study suggests improving peer collaboration programs, increasing parental involvement, and enhancing teacher training to make teachers more approachable and supportive.\"}]","African Educational Research Journal - Examining how students’ social networks and relationships at school and home affect academic performance - The case of selected secondary schools in Mangochi, Malawi | PDF",1792071726]