ARTICLE TEXT
DOI DOI: 10.38140/ijsie.v3i1.2304

Exploring the importance of learning support for learners with barriers to learning in senior-phase schools within the King Cetshwayo district

Ntombizonke Lucia Nxumalo1, Mokgadi Moletsane1
  1. 1 University of the Western Cape, South Africa

Abstract

Barriers to learning in South Africa constitute a critical factor impeding teaching processes and constraining pupils' academic achievement across all educational levels. Regrettably, unresolved debates persist amongst stakeholders regarding how, when, and why to provide necessary learning support to pupils with diverse learning needs. This study explores the significance of learning support for pupils with learning barriers in senior-phase schools within the King Cetshwayo District, examining the availability and challenges of learning support for secondary school pupils who struggle academically, alongside the potential roles of educational stakeholders in providing such support. The study is underpinned by Vygotsky's sociocultural theory, which portrays learning as a social process originating in society and culture, and Bronfenbrenner's bioecological systems theory, which emphasises that multiple environmental systems influence child development. This qualitative study employed an interpretivist paradigm to address four research questions through semi-structured interviews with 12 senior-phase teachers and eight district officials, purposively selected from four secondary schools and the King Cetshwayo District in rural KwaZulu-Natal province, South Africa. Data were analysed thematically. Findings reveal that learning support for pupils with barriers in the senior phase is essential for promoting academic success and inclusive education, though teachers face multifaceted challenges including limited resources, diverse pupil needs, and insufficient professional development opportunities, which hinder their ability to provide adequate support. Whilst parental and community involvement is crucial for creating supportive learning environments, various barriers limit meaningful engagement. The study recommends targeted interventions including enhanced resource allocation, ongoing professional development for teachers, strengthened family and community involvement, and implementation of individualised education plans (IEPs), which are vital for fostering inclusive educational environments that address diverse pupil needs. Effective collaboration amongst educators, families, and community stakeholders is essential for developing and sustaining robust support systems that enhance both academic performance and overall well-being of pupils facing challenges, thereby advancing equitable educational opportunities.

How to Cite

Nxumalo, N. L., & Moletsane, M. (2026). Exploring the importance of learning support for learners with barriers to learning in senior-phase schools within the King Cetshwayo district. International Journal of Studies in Inclusive Education, 3(1), 20–27. https://doi.org/10.38140/ijsie.v3i1.2304
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