Abstract
Despite ongoing efforts, many learners still drop out, especially in under-resourced townships where social and economic challenges make education difficult. This study investigates the intervention strategies aimed at mitigating the dropout rate among Grade 11 learners at a school based in the Ekurhuleni South District of Gauteng Province. Insights were gained by exploring the experiences of Grade 11 learners and teachers who have experience teaching and supporting the grade. Using a qualitative case study design with a constructivist-interpretivist framework, data were collected through semi-structured interviews and document analysis with at-risk learners and teachers who were purposely selected. The findings show the significance of culturally responsive and learner-centred, contextually based interventions, which integrate both the academic and psychosocial support, parental and community participation and an inclusive curriculum. This research illustrates the role of the facilitating learner interests through practical projects or experiential learning as well as community engagement in reducing dropout rates. The study has much to offer to the policymakers and practitioners in the form of holistic and sustainable solutions that are unique to the needs and realities of under-resourced township school's learners.