Students’ experiences of hunger at an institution of higher learning in South Africa

Student hunger is a violation of the right to sufficient food guaranteed in the Constitution section 7(2) (1996). The State must respect, protect, promote and fulfil this right in addition to all other rights in the Bill Rights. This study sought to gain an in-depth understanding of hunger, as experienced by students at Nelson Mandela University (NMU), furthermore the study sought to generate student-centred recommendations on sustainable ways to address student hunger. Data was collected using a semi-structured interview method from sixteen, registered NMU students who were purposively selected. Collected data were analysed using the eight steps suggested by Tesch (1990), in Creswell, (2009). Guba's model of trustworthiness was applied for data verification. Findings of the study suggest that student hunger is a multifaceted concept which includes both physical, material hunger as well as lack of basic needs. Food insecurity, structural poverty and structural inequalities (colonisation and dispossession) are some of the factors contributing to student hunger. Research results show that hunger negatively affects students’ academic and emotional well-being. Participants recommend the use of alternative funding models that can address student hunger; a new policy should be formulated to inform interventions to eradicate student hunger. Among these suggested interventions is the creation of employment opportunities for students, provision of food parcels, meal subsidy and meal cards. Ending student hunger requires a wide range of approaches that consider both the contributing factors as well as its adverse impact on students. The depth of hunger as experienced by students requires institutions of higher learning, in collaboration with students, government, NGO’s and the private sector to be proactive in enhancing the wellbeing of students suffering from hunger, through empowerment initiatives. In order to eradicate hunger and restore the dignity and well-being of students, a student-driven social justice, multi-disciplinary approach that is developmental in nature is required