Teachers' Experiences of the Policy-Practice Gap in Supporting Trauma-Affected Learners in Rural South African Schools

Abstract

Trauma resulting from poverty, violence, abuse, neglect, and family instability continues to affect learners’ educational experiences in rural South African schools. Although national frameworks such as Education White Paper 6 (EWP6), the Screening, Identification, Assessment and Support (SIAS) Policy, and the Integrated School Health Policy (ISHP) promote inclusive learner support, limited research examines their implementation. Guided by Bronfenbrenner’s Ecological Systems Theory, this qualitative phenomenological study explored rural secondary school teachers' experiences of implementing trauma-related education policies in the Eastern Cape Province. Data were collected through semi-structured interviews and field notes with six purposively selected teachers from two rural schools and analysed using Braun and Clarke’s six-phase thematic analysis. Four themes emerged: limited policy awareness and uneven implementation; inadequate training and resources; ineffective referral systems; and emotional strain among teachers. The findings indicate that although policy frameworks establish mandates, classroom implementation is hindered by inadequate professional development, fragmented intersectoral collaboration, and limited district support, forcing teachers to act as pastoral caregivers. The study recommends context-responsive policy implementation, sustained trauma-informed care training, strengthened referral mechanisms, and formal institutional support for teacher wellbeing.