Die ondersteuning van leerders uit hoe risiko-gemeenskappe in primere skole

[摘要] ENGLISH ABSTRACT:There are learners in the South African education system that reside and live within highrisksituations. These high-risk situations impact on the family-, scholastic andcommunity contexts and also the relationship variables existing between these systems.The risk situations in which these learners live, cause and/or on occasion lead to earlyschool exiting, teenage pregnancy, alcohol and substance abuse, the choice of living onthe streets, youth misbehaviour and gangsterism. It is therefore important to determineand recognize the environmental contexts in which these learners find themselves to onthe one hand reach a better understanding of this phenomenon, and on the other hand toorganise effective aid and assistance initiatives.The following can be reported in this regard:Inconclusive evidence exists with respect to the exact nature of the problems, whichconfront primary school learners from high-risk situations.A shortage of effective strategies exists to support primary school learners fromhigh-risk situations.This research is undertaken from a social constructionist, contextual ecosystemicperspective. The research is founded on a combination of both qualitative andquantitative methodological approaches and is undertaken within the interpretive researchparadigm.An encompassing literature review was undertaken during which the following aspectswere described and determined, namely:The problems encountered by learners from high risk situations.Recommendations from South African state departments regarding the assistanceand support for learners from high-risk situations.Guidelines collected from the literature regarding the assistance and support forlearners from high-risk situations.The empirical investigation is aimed at identifying the nature and extent of the prominentproblems being experienced by learners from high-risk situations. Guidelines weredeveloped by which learners from high-risk situations can be assisted and supported.These guidelines were developed on the basis of the research results yielded by theempirical investigation and a synthesis derived from literature exploration and theintegration of empirical findings.The research focuses on Grade Seven learners from ten selected primary schools in theBoland region. The investigative instruments used during this research were thequestionnaire, photo analysis and the focus interview. The research findings have shownthat learners are more inclined to leave the school prematurely because of insufficientrelationships that exists between the family, the community and the school. An integratedapproach between these contexts is therefore essential to develop strategies in order toprevent learners from dropping out of school.

[发布机构] Stellenbosch University