Working Collaboratively to Support Learners who experience Barriers to Learning: Perspectives of Social Workers, Teachers and School-based Support Team members at selected Primary Schools in Tshwane

Abstract

The Department of Basic Education in South Africa emphasises the need to provide psychosocial support services to learners facing barriers to learning. Social workers, members of the school-based support team, and teachers play a key role in this regard. This study explored these participants’ views regarding collaboration in rendering psychosocial services to learners in schools. The theoretical framework that underpinned my study is Bronstein’s (2003) model for interdisciplinary collaboration. A qualitative, intrinsic case study research design was employed. The sample, which was purposively selected, comprised three social workers from the Gauteng Department of Social Department in Tshwane, three teachers working at three primary schools in Tshwane and three school-based support team members working at two of the schools. Data were gathered by conducting interviews online and in person. The tool used to gather data was a semi-structured interview guide. Thematic data analysis took place. Findings revealed different reasons that deter social workers from collaborating effectively with the school-based key stakeholders. Social workers and the two key stakeholders, namely, the teachers and school-based support team members do not have a good understanding of the roles and responsibilities social workers can play in rendering psychosocial support to learners in schools to address barriers to learning. Based on the research findings the following recommendations are made: Social workers, teachers and school-based support team members receive combined training regarding the Screening, Identification, Assessment, and Support policy. Further, regular case meetings, and the provision of social work services at micro-meso and macro-levels to strengthen collaboration and ensure that learners’ barriers are minimised.