Abstract
Teachers offer a unique insight into the practice of learner retention and the possible effects of retention on their academic progress and social development. Although the practice of learner retention is implemented in numerous schools, a gap in the literature exists regarding the benefits of retention on learners' academic progress and social development. This qualitative study aimed to understand teachers' experiences and perceptions of retention in the Foundation Phase and its effect on the social development of learners. Bronfenbrenner's systems theory was used to underpin this study since learners interact with teachers and peers academically and socially. Data was collected through individual and group interviews, using a semi-structured interview schedule. Data was analysed thematically. The study found that teachers strongly advocated for learner retention where learners did not meet the minimum grade requirements. Teachers reported that retained learners showed improved academic and social development. Teachers were also aware of the negative effects of retention on the social development of learners. Due to the findings of this study, teachers, principals, parents, and policymakers are more knowledgeable of how teachers experience, justify, and implement learner retention in the Foundation Phase. They are aware of the positive academic and social developmental effects on retained learners. It is recommended that the Department of Education review its retention policy and apply a flexible clause to allow for learners to be retained for short periods instead of a whole academic year.