Students’ learning support zone experience with specific emphasis on its impact on their home and work environment

Abstract

The aim of the study was to explore the experiences provided by the Learning Support Zone service in secondary schools. The study focused primarily on the perceived usefulness of this service, as well as any identified long-term impacts, particularly on the home and work environments of individuals who used this service. A qualitative approach was adopted, and in-depth interviews were conducted with eleven adults who used the Learning Support Zone (LSZ) service when in secondary school. Thematic analysis was used to establish a set of themes. This study’s findings highlight the multiple struggles that students with social, emotional and behavioural difficulties (SEBD) face and the impact these have on their school performance. The narratives emphasise the positive impact of the LSZ, which was described as a secure place that offered nurture, understanding, acceptance, and empathy. The families of these students were very little involved, and thus, the impact on the whole family unit is believed to be minimal. However, social skills, independent living skills, and emotional literacy taught within the LSZ are believed to have helped these youths deal with adversities more effectively. It further transpired that these skills impacted them in their employment and work ethics. This study suggests that schools need to be a caring and inclusive setting for students with SEBD, involving parents and guardians as crucial stakeholders. The key recommendations are the re-evaluation of inclusive policies to determine their practicality, while providing the necessary support, consideration of the perspective of those most impacted by policies to ensure effectiveness, better understanding, adaptation, and monitoring of students with SEBD within schools, and enhanced involvement of all relevant stakeholders, especially families.