INCLUSION OF LEARNERS WITH BARRIERS TO LEARNING IN MAINSTREAM SCHOOLS: A PSYCHO-SOCIAL SUPPORT INTERVENTION

The South African education white Paper 6 (EWP6) emphasises the importance of access, equity, and inclusion of all learners in the education system as a social justice agenda.The inclusion of learners with barriers to learning in mainstream schools becomes a serious challenge and such learners with emotional, behavioural, or cognitive challenges often face difficulties in mainstream settings.This presentation examines the role of psycho-social support interventions in enhancing these learners' social integration, emotional well-being, and academic engagement.This study generated qualitative data through interviews with 15 Grade 9 teachers from mainstream schools in Gauteng Province, South Africa.Thematic data analysis was employed to analyse the data.The findings of this study highlight effective strategies, including counselling, peer support, and teacher training to foster a supportive inclusive environment.The study concludes that psycho-social support interventions are an enablement of effective inclusion of learners experiencing barriers to learning in mainstream schools.This study recommends continuous training of in-service teachers in inclusive policies that aim to support the well-being of learners and the exposure of learners to counselling services that are offered in schools.This research provides practical insights for educators, school administrators, and policymakers on implementing psycho-social frameworks that facilitate successful inclusion, thereby promoting a more accessible and equitable education system.