Assessment of social work services towards addressing barriers to learning in public schools in Sibasa Circuit, Vhembe District

Abstract

This study assessed social work services in addressing barriers to learning in public schools in Sibasa Circuit in Vhembe District. The study was conducted in two public secondary schools, with a focus on Grade 11 and 12 learners of the said circuit. The study was qualitative in nature and used an exploratory research design. The purposive sampling method was used to draw a sample from learners, educators, and social workers. Semi-structured individual interviews and focus groups were used to collect data, which was analysed using thematic analysis. The findings revealed that learners encountered the following barriers to learning: teenage pregnancy, substance abuse, bullying, peer pressure and poverty. It was found that those barriers to learning disturb learners as they cannot focus on school activities. The findings also revealed that social workers should offer social work services such as casework and group work to provide psychosocial counselling, and educational support in addressing barriers to learning. The researcher recommends that the Department of Basic Education appoint school social workers permanently to prevent and address barriers to learning experienced by learners.