Abstract
This study investigates primary school principals’ experiences implementing South Africa’s Screening, Identification, Assessment, and Support Policy (SIAS) in the Ngaka Modiri Molema District, North West Province, South Africa. Using Bronfenbrenner’s bio-ecological systems theory and a qualitative phenomenological approach, six principals from varied school contexts were selected through purposive sampling. Data from interviews, documents, and informal educator discussions were thematically analysed. Findings reveal a gap between policy intent and implementation, with systemic barriers including limited resources, bureaucratic delays, and weak stakeholder collaboration. While principals see the SIAS policy as progressive, its success is undermined by overburdened staff, inconsistent departmental support, and parental resistance. The study highlights the crucial role of school leadership in mediating policy implementation and calls for improved training, streamlined processes, and stronger partnerships among stakeholders. It emphasises the need for context-sensitive adaptations of SIAS and suggests future research involving broader participant groups and longitudinal analysis to deepen understanding of inclusive education implementation.