Enhancing the provision of learners’ psychosocial support services in selected public schools in Umlazi District.

Abstract

The high prevalence of psychosocial challenges among learners in public schools negatively impacts their psychosocial well-being. Given that the South African Department of Education provides relevant policies on support services, the teachers’ lack of effective intervention strategies and skills to effectively implement relevant psychosocial support services is concerning. Thus, it is imperative to understand the forms of psychosocial support services provided for learners and how these are facilitated in public primary schools in the Umlazi district. This qualitative case study sought to understand the forms of psychosocial support services provided to learners in two selected public primary schools in the Umlazi district. The study was underpinned by an interpretive paradigm and framed by the theory of Community of Practice, drawing also on the concept of ‘assets’ from the Asset-Based Approach. The data generation methods comprised semi-structured interviews and focus group discussions with six (6) selected teachers, including class teachers, Life Orientation teachers, and Departmental Heads. A thematic analysis method and procedures were used to analyse data. Findings indicated a need for psychosocial support interventions from interdisciplinary stakeholders in the school community to address many learners’ contextual challenges in public primary schools. These include but are not limited to professional psychosocial support for learners, formal capacitation of in-service teachers, developing communities of practice (CoPs), and networking with other professionals who work with those from DBE. The study concludes that such interventions should be a collaborative effort with all stakeholders in the community and that communities should be capacitated to identify and mobilize available and relevant assets to their school and the needs of the school and learners. Therefore, the study concludes that enhancing the psychosocial support services and addressing the psychosocial challenges learners face in public schools is necessary and can be achieved.