Experiences of School-Based Support Teams in Supporting Learners With Learning Barriers During the COVID-19 Pandemic
DOI:
https://doi.org/10.51137/wrp.ijarbm.786Keywords:
School-Based Support Teams, Learners, Learning Barriers, COVID-19Abstract
The COVID-19 pandemic disrupted schooling worldwide, with learners experiencing learning barriers being particularly affected. In South Africa, School-Based Support Teams (SBSTs) are responsible for coordinating learner support, implementing inclusive education strategies, and facilitating referrals. Pandemic-related school closures, rotational attendance, and limited access to learning resources significantly altered how these support services were delivered. While existing studies have examined teachers’ experiences during COVID-19, there is limited research focusing specifically on the experiences of SBSTs in supporting learners with learning barriers during this period. This gap highlights the need for focused research on SBST practices under crisis conditions. Based on the identified gap, this study aimed to explore the experiences of School-Based Support Teams in supporting learners with learning barriers during the COVID-19 pandemic. The specific objectives were to explore how the roles of SBSTs were adapted during the COVID-19 pandemic, examine the strategies employed by SBSTs to support learners with learning barriers during this period; and identify challenges encountered by SBSTs in providing effective learner support during the pandemic. A qualitative research approach was adopted to explore the experiences of School-Based Support Teams in supporting learners with learning barriers during the COVID-19 pandemic. Purposive sampling was used to select participants who were members of SBSTs and directly involved in learner support during the pandemic. The study sample consisted of 11 SBST members drawn from 11 public schools. Participants included SBST coordinators and SBST members. Data were collected through semi-structured interviews, and data saturation was reached when no new themes emerged.
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Copyright (c) 2026 Rachel Rirhandzu Mayimele, Kedibone Johanna Ramadie, Thabo Makhalemele (Author)
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