Mabasa, M. A.Mamaleka, M. M.Sikhitha, Tsireledzo2023-11-082023-11-082023-10-05Sikhitha, T. (2023).Assessment of social work services towards addressing barriers to learning in public schools in Sibasa Circuit, Vhembe District. University of Venda, Thohoyandou, South Africa.<http://hdl.handle.net/11602/2612>.http://hdl.handle.net/11602/2612MA (Social Work)Department of Social WorkThis 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.1 online resource (xiv, 120 leaves)enUniversity of VendaBarriers to LearningUCTDInclusive EducationLearnersSchool social workSchool Work ServicesDissertationSikhitha T. Assessment of social work services towards addressing barriers to learning in public schools in Sibasa Circuit, Vhembe District. []. , 2023 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/2612Sikhitha, T. (2023). <i>Assessment of social work services towards addressing barriers to learning in public schools in Sibasa Circuit, Vhembe District</i>. (). . Retrieved from http://hdl.handle.net/11602/2612Sikhitha, Tsireledzo. <i>"Assessment of social work services towards addressing barriers to learning in public schools in Sibasa Circuit, Vhembe District."</i> ., , 2023. http://hdl.handle.net/11602/2612TY - Dissertation AU - Sikhitha, Tsireledzo AB - 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. DA - 2023-10-05 DB - ResearchSpace DP - Univen KW - Barriers to Learning KW - Inclusive Education KW - Learners KW - School social work KW - School Work Services LK - https://univendspace.univen.ac.za PY - 2023 T1 - Assessment of social work services towards addressing barriers to learning in public schools in Sibasa Circuit, Vhembe District TI - Assessment of social work services towards addressing barriers to learning in public schools in Sibasa Circuit, Vhembe District UR - http://hdl.handle.net/11602/2612 ER -