Abstract
In this study, transition is viewed as a complex process of moving from familiar to unfamiliar and challenging situations, failure to adjust to the demands of transition can result in long-term negative effects for a person. However, schools and parents have not always handled this transformation successfully. This study explored the support provided by the school and family to grade 4 learners transitioning from the foundation phase to the intermediate phase. This study uses a descriptive research design, phenomenology, to accurately describe a population, circumstance, or phenomenon, examining people's direct experiences and consciousness. Data was acquired through interviews and open-ended contact with four parents and four teachers of grade 4 learners who were struggling academically. Thematic analysis, a qualitative data analysis method, was employed to examine in-depth interviews transcripts and identify patterns in meaning across the data. Following a thorough assessment of data, three significant themes emerged: teacher and parent support for grade 4 learners, obstacles encountered in supporting, and assistance that teachers and parents might obtain to enhance learner support. The results show that although teachers and parents have been providing support to grade 4 learners during their transition, the support is modest due to a lack of resources and experience, as well as the fact that some parents are unaware of the challenges these learners face as they enter the new grade. Further causes of inadequate learner support for the grade 4 learners have also been identified. Participants also offered strategies for improving the support given to the grade 4 learners throughout the transition.
Key words: Transition, Family- School support, Foundation Phase, Intermediate Phase, Mainstream schools.