Promoting psychosocial support for the wellbeing of learners in a rural school context.

Abstract

This research study aimed to promote psychosocial support for the wellbeing of learners in a rural school context. The literature review covered the conceptualisation of psychosocial challenges; psychosocial support; rural school contexts and wellbeing; the psychosocial needs of learners in a rural school context; and, lastly, parental engagement in rural school contexts. The Positive Emotions, Engagement, Relationships, Meaning and Accomplishment (PERMA) Theory of Wellbeing was adopted as the theoretical framework, with a qualitative approach employed to conduct the study at a purposively selected primary school in the rural context of Ugu District in KwaZulu-Natal (KZN). The sample consisted of a Head of Department, Life Skills teacher, Life Orientation teacher and a member of the school governing body, as well as three parents. Data were gathered by means of a one-on-one semi-structured interview with the Head of Department and two focus group discussions, one with the Life Skills and Life Orientation teachers, and the other with the three parents and the school governing body member. The themes that emerged included: teachers and parents’ understanding of psychosocial support and learner wellbeing; teachers and parents’ role in the provision of psychosocial support for learners’ wellbeing; teachers and parents’ understanding of educational policies or frameworks that promote psychosocial support; and lastly, the Department of Basic Education and the school’s role in promoting learners’ wellbeing. All ethical requirements were adhered to. The data analysis revealed that promotion of psychosocial support in rural primary schools is not only important to learners, but also to teachers and parents as it promotes good behaviour, improved academic performance and positive self-esteem among learners and, surprisingly, among parents and teachers. The findings also highlighted the need for teachers and parents to collaborate to promote psychosocial support for the wellbeing of learners as well as to formulate strategies to assist learners confronting psychosocial challenges.