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Exploring the ripple effect: learner psycho-social challenges, teacher emotional fatigue, and the role of school social work in South Africa—an interview-based qualitative study using Bronfenbrenner's framework

Year: 2024

Type: article

Abstract: Guided by Bronfenbrenner's (1994) ecological systems theory Bronfenbrenner (Int Encycl Educ,3(2):37–43) , this study highlights the interplay between learner psycho-social challenges and teacher emotional fatigue, which affect classroom dynamics, and the critical role of systemic support—the role of school social workers (SSWs)—in South Africa. Using an exploratory-descriptive qualitative design, we conducted semi-structured interviews with 15 primary school teachers and 13 SSWs from various provinces. Our participants' diverse backgrounds and experiences provided comprehensive insights. Findings highlight the need for a holistic approach to addressing learner psycho-social challenges, emphasising comprehensive support systems for teachers, including training and early intervention. Additionally, the integration of full-time SSWs and the active involvement of psychologists, families, and communities is crucial. Insights can inform educational policies and practices, enhancing teachers' and learners' well-being and effectiveness.

Source: Discover Education

DOI: 10.1007/s44217-024-00245-0

Authors: C. Joubert, Susanne Jacobs

Institution: North-West University

Language: English

Topic: Social Work Education and Practice

Subfield: Public Administration

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: gold

Estimated APC paid: $1,340