Abstract
School-based Support Teams’ (SBST) members coordinate care and support for vulnerable learners in schools. Therefore, SBST members in schools should be able to identify and support vulnerable learners and possibly inspire them. This research study highlighted the experiences of SBST members and the support they provide to vulnerable learners in rural schools. The aim of this study was to investigate how SBST members identify learners who are vulnerable and their experiences in providing support to vulnerable learners in rural schools, Mpumalanga Province. This study used the qualitative approach. Participants for this study were sampled using purposive sampling and the sample size consisted of eight teachers from two primary schools in the Khulangwane Circuit, eHlanzeni District. After ethical approval, the data was collected through in-depth face-to-face interviews where semi-structured questions were asked. Interviews were conducted in English and siSwati as the participants would be able to provide more information when speaking in their home language or a language they understood. The data was analysed using thematic analysis. The findings of the study indicated that SBST members identified vulnerable learners by observing their behaviour and outward appearances and believed that the method they used to identify these vulnerable learners was effective. Moreover, this study revealed that SBST members faced challenges when identifying and supporting vulnerable learners including working with uncooperative parents, dealing with a high number of learners living in poverty and families who covered abuse. The study further indicated that SBST members found satisfaction in helping vulnerable learners and in being recognised by parents and community members for their efforts in making a difference in the lives of vulnerable learners. I recommend that it is vital to conduct further research with the focus on educating parents about the risks and consequences of covering up abuse.
Keywords: Learners; rural areas; school-based support team; vulnerable learners.