Peer-reviewed article

Experiences and perceptions of educators working in low-quintile primary schools of the challenges faced by children with learning barriers

Ulleta Catherine Marais · 1 Jan 2025

Abstract

Children experiencing learning barriers often do not make appropriate progress in school, particularly in primary skill areas. Their issues may be limited to a single school subject or may be evident across the entire academic curriculum. Learning barriers are a phenomenon that affects many children in South Africa, and children with learning barriers often experience several challenges, including victimisation, social rejection, and inadequate resources to address their needs. Despite developments in legislation and public awareness around learning barriers, minimal research in South Africa emphasises that these children and individuals still experience various challenges. This research sought to gain understanding of the challenges of children with learning barriers in Kariega, Eastern Cape. To ensure a robust and comprehensive understanding, this study utilised Bronfenbrenner's ecological systems theory as a conceptual framework. This theory focuses on various complex but interactive systems contributing to a child's development, providing a holistic view of the issue. A qualitative research approach was used in the study to explore and understand the meanings participants attached to the problems they were experiencing. This flexible approach allowed participants to provide detailed explanations, leading to the collection of comprehensive data due to its inductive nature. An explorative-descriptive design was used to explore a new topic or a subject with limited or no existing information. The descriptive aspect was important as it helps to describe the phenomenon, which is commonly applied in social science studies. aimed to understand the experiences and perceptions of educators working in low-quintile primary schools regarding the challenges faced by children with learning barriers. The population of this research study consisted of educators in primary schools focusing on quintiles one, two, and three in Kariega, Eastern Cape, specifically concentrating on the intermediate phase, grades 4 to 6. The non-probability sampling technique used was purposive sampling, which was the most appropriate for the study. Individual, indepth, semi-structured interviews were conducted with fifteen educators and one learner support agent from low-quintile primary schools until data saturation was reached. The data collected was analysed using thematic data analysis. The research process was underpinned by a commitment to ethical considerations, including voluntary participation, informed consent, no violation of privacy, anonymity, confidentiality, Appreciation, and avoidance of harm, to ensure the integrity and trustworthiness of the study. The study explored the multifaceted challenges faced by children with learning barriers in low-quintile primary schools and it highlighted how interconnected systems influenced educational outcomes: family dynamics and peer relationships directly impacted learning, while the interaction between home and school underscored the need for stronger collaboration. Systemic issues such as inadequate resources and support services and societal attitudes and cultural norms further shaped responses to learning barriers. A holistic and collaborative approach involving social development professionals, educators, caregivers, healthcare providers, and community organizations was deemed a necessity to address these challenges effectively and help learners reach their full potential.