Supporting learners from child-headed households: the challenges institutional-level support teams face in South African high schools

Abstract

Several factors limit learners from child-headed households (CHH) from receiving adequate support, including stigma, limited awareness, and a lack of resources. In response to such challenges, the Department of Social Development mandated the establishment of Institutional-Level Support Teams (ILST) in South African schools to address learner support needs. However, many ILST experience difficulties in fulfilling this role, highlighting the need for stronger and more effective support programmes for learners from CHH.

This qualitative study used semi-structured interviews to gather data from ILST members. At each of the five selected high schools, the ILST included the school principal, the ILST coordinator, and an educator teaching the highest number of learners from child-headed households, resulting in a total of 15 participants. The data were analysed using inductive coding, whereby meaningful segments of data were systematically coded to identify key patterns and themes.

The findings revealed several factors that hinder effective ILST implementation, including difficulties in identifying learners from CHH, limited communication, the absence of clear policies to guide support, ineffective implementation practices, and negative attitudes among staff. In many cases, ILST members relied heavily on coordinators to carry out most responsibilities, which weakened team functioning. In addition, a lack of strong leadership further constrained service delivery, as effective leadership and management are closely linked to quality support. The insights from this study can inform the development and implementation of policies and interventions aimed at strengthening ILST and improving support for learners from CHH.