Exploring Grade 8 learner’s experiences of inclusion and exclusion at a high school in Thohoyandou Limpopo

Abstract

Transitioning from primary to high school presents learners with a variety of challenges that impact their view of being included or excluded. In the wake of the White Paper Six on inclusive education introduced by the South African government in 2001, there is need to understand the learners’ experience so that interventions can be made to make the schools more inclusive. Thus the purpose of this study is to explore learners’ experiences on transitioning from primary to high school. The purpose is achieved by analysing the experiences of the learners from their own perspective. The study is rooted in the interpretive paradigm thereby applying qualitative approaches to gather data. Data for the study were gathered from the grade eight learners at a full-service high school in Thohoyandou Limpopo Province. Using Tinto (1993) and Messious (2012) as the theoretical framework, the study was guided in its exploration of inclusion and exclusion. The study utilised a qualitative research paradigm drawing a sample of 15 learners from a population of 45. Open-ended questionnaires and focus group interviews were used to gather data and the data were analysed using thematic analysis. The study revealed that learners experienced a number of challenges, academic and social, on transitioning from primary to secondary school which made them feel excluded. Factors that could promote inclusion include teachers, school environment and social networks among others. Teachers at secondary school seem not well equipped to deal with transition hence not able to help learners. The study recommends that deliberate steps be taken to assist learners on transitioning so that inclusivity is achieved.