Abstract
The parental role in secondary schools is pivotal to support learners with barriers to learning to enhance their academic performance. The aim of the study was to explore the parental role in supporting learners with barriers to learning in a secondary school. The research study was set within an interpretivism paradigm and used the qualitative approach. Epstein’s model for parental involvement was adopted in the study to explore the parental role in supporting learners with barriers to learning in a secondary school. The model emphasises the involvement of parents in learners’ education in schools. Different scholarly perspectives were infused in the study to understand the parental role in supporting learners with barriers to learning in schools.
Data was collected from nine purposefully sampled participants including (three parents of learners with barriers to learning, three teachers who are teaching learners with barriers to learning and three learners with barriers to learning). Data was collected using individual interviews and document analysis methods. The thematic data analysis approach was used to analyse data collected from which five themes emerged. The findings from the study indicated that parents are keen to play their role in supporting learners with barriers to learning in a secondary school. However, parents are faced with different challenges that hinder their full engagement in supporting learners with barriers to learning. The study recommends that parents should continuously communicate and engage with school on how they can be assisted in supporting learners with barriers to learning at home. The study also recommends that the school should work hand in hand with parents providing guidance on how learners with barriers to learning should be supported at home.
KEYWORDS
Barriers to learning; learner support; parental role; parental involvement, secondary school.