The enhancement of psychosocial support for foundation phase learners who experience psychosocial challenges at one no-fee school in the Cape Metropole

Abstract

Psychosocial support has been identified as a priority action area by the Department of Basic Education in South Africa. It is therefore a pivotal part of teaching and learning, especially for vulnerable learners who attend schools in low socio-economic communities that face various social challenges such as poverty, violence and substance abuse. The Care and Support for Teaching and Learning policy document emphasises the importance of psychosocial support provision to alleviate the impact of the psychosocial challenges experienced by learners, thus creating opportunities for all learners to develop holistically. This study explored the psychosocial challenges experienced by foundation phase learners at a no-fee school in the Cape Metropole. The study was guided by Bronfenbrenner’s ecological systems theory and Erikson’s psychosocial theory of development.