Systemic and Socio-Cultural Barriers to Learner Support in Delareyville Mainstream Primary Schools

Abstract

Inclusive education in South African mainstream primary schools is supported by an extensive policy framework, yet the availability of policy does not necessarily translate into timely and effective learner support. This article examines systemic and socio-cultural barriers that affected learner support in two mainstream primary schools in Delareyville, North West province. The article draws on qualitative data from a master’s dissertation. Semi-structured interviews were conducted with four teachers, four School-Based Support Team members and two District-Based Support Team members, while relevant school documents were also examined. Thematic analysis generated three sub-themes: bureaucratic and administrative delays, external origins of learning barriers, and parental denial and resistance. The findings indicate that delays in referrals and approvals can restrict school-level responses, while barriers originating in family and community contexts may remain difficult for schools to address. Parental reluctance to acknowledge learning barriers can further complicate assessment, referral and placement processes. The findings suggest that effective learner support requires closer alignment between policy procedures and school-level practice, responsive district support, and respectful engagement with families. The article contributes context-specific evidence on the policy–practice gap in inclusive education in a rural South African setting.