Abstract
Involvement of parents in supporting their children’s education, social and emotional growth in general is essential, even more so for those who experience difficulties in learning and need additional support. This study explores how parents support their children with learning difficulties in Full-Service Schools. A qualitative research design was used, involving thirteen purposefully selected participants from a Full-Service Schools at JS district located in Gauteng Province, South Africa. The sample included 10 parents of learners with learning difficulties across Grades R–7, along with two Learner Support Educators and the School-Based Support Team coordinator. Learners were referred to the School-Based Support Team in accordance with the procedures outlined in the Screening, Identification, Assessment, and Support Policy. Data analysis focused on three main themes: the roles of parents in supporting learners, the challenges they face, and strategies to improve parental involvement. The findings showed that, while parents were highly willing to participate in their children’s education, their involvement was often limited by systemic, relational, and structural barriers. Both parents and educators stressed the need for comprehensive support systems to improve collaboration between families and schools, providing holistic support to learners. The study concludes that fostering meaningful parental involvement is vital for closing the gap between inclusive education policy and practice, ultimately strengthening the effectiveness of Full-Service Schools.