ARTICLE TEXT
DOI DOI: 10.38140/ijsie.v2i3.2266

Exploring the capacity of school-based support teams to promote inclusive education in township schools

Nkululeko Hadebe1, Phumuzani Mpofu2, Simangele Mayisela2
  1. 1 University of pretoria, South Africa
  2. 2 University of the Witwatersrand, South Africa

Abstract

This study explored the capacity of School-Based Support Teams (SBSTs) to implement inclusive education through Education White Paper 6 (EWP6) in two township schools in Soweto, Johannesburg. Cultural-Historical Activity Theory guides it. It employed a qualitative approach, utilising a case study research design. Twelve SBST members, comprising three males and nine females, aged between 30 and 63 years, were purposefully selected from primary and secondary schools in Johannesburg North, South Africa. Semi-structured interviews and document analysis of SBST files were employed to generate data. Thematic analysis was used to analyse, which was supported by ATLAS.ti. The findings revealed that SBSTs demonstrated limited conceptual understanding of inclusive education, often reflecting deficit-based perspectives rooted in historical segregationist frameworks. They showed that committees were poorly constituted, operationally weak, and delegated most work to committee chairpersons, with members reporting professional inadequacy and inconsistent training. Support from District-Based Support Teams (DBSTs) and parents was also inconsistent, constrained by delayed responses, resource shortages, and sociocultural barriers. These findings highlight a persistent gap between policy intent and practice, indicating that EWP6’s transformative potential remains unrealised without systemic interventions. Recommendations include targeted capacity-building for SBSTs, formalised committee structures, proactive district support, and culturally responsive parental engagement. This study highlights the crucial role of well-supported SBSTs in fostering inclusive education. It emphasises the need for sustained, context-sensitive strategies to bridge the policy–practice divide in under-resourced township schools.

How to Cite

Hadebe, N., Mpofu, P., & Mayisela, S. (2025). Exploring the capacity of school-based support teams to promote inclusive education in township schools. International Journal of Studies in Inclusive Education, 2(3), 9–15. https://doi.org/10.38140/ijsie.v2i3.2266
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