Abstract
This study explores the challenges teachers face in supporting learners who present with symptoms of dyslexia in under-resourced South African mainstream schools. Dyslexia symptoms, such as difficulties with reading, spelling, decoding, fluency, and written expression, often remain unidentified, which limits appropriate support. Guided by Shulman’s Pedagogical Content Knowledge (PCK) framework, the study adopts a qualitative interpretivist design. Data were collected through semi-structured interviews with four purposively selected primary school teachers from the Gauteng West district of South Africa and analysed using the constant comparative method. The findings reveal three key barriers: large class sizes, unequal access to resources, and persistent negative attitudes towards learners with learning barriers. Despite these constraints, teachers demonstrated professional agency by developing contextually relevant teaching strategies and materials. The study proposes a school-based Dyslexia Identification and Support Committee (DISC) as a practical framework to strengthen early identification and structured support within mainstream schools. The study contributes to inclusive education discourse by highlighting the gap between policy and practice and offering a context-sensitive, school-level intervention.