Exploring the ripple effect: learner psycho-social challenges, teacher emotional fatigue, and the role of school social work in South Africa-an interview-based qualitative study using Bronfenbrenner's framework

• Main Authors: C. Joubert (Author), Susanne Jacobs (Author)
• Format: Book
• Published: Springer, 2024-10-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 10.1007/s44217-024-00245-0; 2731-5525
• Keywords: Learner psycho-social challenges; Primary; Qualitative; School social worker; South Africa; Teacher emotional fatigue; Education; L
• Source: Discover Education, Vol 3, Iss 1, Pp 1-13 (2024)

Abstract Guided by Bronfenbrenner's (1994) ecological systems theory Bronfenbrenner (Int Encycl Educ,3(2):37-43) , this study highlights the interplay between learner psycho-social challenges and teacher emotional fatigue, which affect classroom dynamics, and the critical role of systemic support-the role of school social workers (SSWs)-in South Africa. Using an exploratory-descriptive qualitative design, we conducted semi-structured interviews with 15 primary school teachers and 13 SSWs from various provinces. Our participants' diverse backgrounds and experiences provided comprehensive insights. Findings highlight the need for a holistic approach to addressing learner psycho-social challenges, emphasising comprehensive support systems for teachers, including training and early intervention. Additionally, the integration of full-time SSWs and the active involvement of psychologists, families, and communities is crucial. Insights can inform educational policies and practices, enhancing teachers' and learners' well-being and effectiveness.