Abstract
In South African township schools, learners who show symptoms of dyslexia often struggle to access the support they need, largely because of systemic inequalities and a lack of resources. These challenges frequently result in delayed intervention, persistent academic underachievement and negative effects on learners’ confidence and motivation. This study set out to explore how teachers and parents perceive their roles in supporting such learners, and how collaboration between home and school can be strengthened in under-resourced contexts. The research was framed by Bronfenbrenner’s ecological systems theory and Epstein’s Theory of Parental Involvement, both of which highlight the importance of interconnected systems in shaping children’s development and learning.
A qualitative approach was adopted, using semi-structured interviews with seven teachers and five parents at a primary school in Balfour, Mpumalanga. Thematic analysis, guided by Braun and Clarke’s framework, was employed to interpret the data. This method enabled the identification of key patterns and deeper insights into how collaboration is understood and enacted in practice. It further allowed the voices of both parents and teachers to emerge clearly, reflecting the complex realities of working in an under-resourced schooling context.
Overall, the findings point to a shared recognition among teachers and parents that collaboration is essential to learner success. However, this recognition is undermined by systemic constraints, weak communication and insufficient professional support. Despite these challenges, examples of resilience and innovation were evident, as both parents and teachers found ways to provide meaningful assistance. The study adds to the broader literature on inclusive education by contextualising theories of ecological development and parental involvement in the realities of South African township schools. It concludes with recommendations for teacher training, parental empowerment, and the development of context-sensitive interventions that can promote more effective and sustainable support for learners with symptoms of dyslexia.