The provision of learning support in mainstream schools: a South African perspective on learning support advisors’ roles, experiences, and challenges.

Inclusive education (IE) is transforming global education by integrating, supporting, and empowering learners facing barriers while challenging educators to enhance their skills. In South Africa, understanding White Paper 6 and the Screening, Identification, Assessment, and Support (SIAS) Policy is critical for implementing effective support structures that foster academic success. Learning support advisors (LSAs) play a key role in bridging traditional learning methods and the social model approach to support learners with educational barriers. This study qualitatively examines the experiences, challenges, and roles of LSAs in public mainstream schools in the Western Cape, South Africa. Using purposive sampling, semi-structured interviews were conducted and field notes collected from selected advisors. Thematic analysis identified key themes, including assessment accommodations for learners with specific barriers, monitoring of interventions, professional development, and challenges. Findings highlighted both the support LSAs provided and the challenges they experienced in providing learning support.