Abstract
This research explores the lived experiences of families in Ekurhuleni West, Gauteng province raising children with learning disabilities, with a focus on the complex challenges they face. These challenges include parental stress, financial strain, negative community attitudes and cultural perceptions that influence how learning difficulties are perceived and understood. Limited collaboration with schools and inadequate support from School-Based Support Teams (SBSTs) further intensify these difficulties, leaving families struggling to meet both the educational and emotional needs of their children.
This study adopted a qualitative research approach within the interpretivist paradigm to explore and understand participants’ lived experiences and subjective interpretations. A phenomenological research design was employed to examine the experiences of family members raising children with learning disabilities (LDs) and members of School-Based Support Teams (SBSTs). Information were collected through semi-structured interviews with ten participants: four family members and six SBST members directly involved in supporting children with learning disabilities. The data were analysed using thematic analysis, which involves systematically identifying and organising recurring patterns within qualitative data to generate meaningful themes (Dawadi, 2020). Belsky’s ecological model provided the theoretical foundation, offering insights into the interaction between family dynamics, child needs and broader systemic factors.
The findings reveal that while families demonstrate a strong commitment to their parenting roles, they often lack access to critical information and experience limited engagement with schools. Social stigma and systemic shortcomings compound their emotional and practical burdens. The study emphasises the importance of strengthening partnerships between families and schools, as well as for SBSTs to assume a more proactive role in providing guidance, resources and emotional support to families.