Reimagining Transition for Learners with Dyslexia in Under-Resourced Schooling

Abstract

The transition from primary to secondary school poses challenges for learners with dyslexia in South Africa, exacerbated by systemic inequities in under-resourced schools lacking trained staff and support. This transition amplifies cognitive and emotional stress from increased reading demands and overcrowded classrooms, often reducing motivation and academic success, with dyslexia transitioning from one under-resourced school to another in South Africa. A qualitative study consisting of N=12 participants was conducted in a public school in the Bochum West Circuit of Limpopo province. A qualitative case study within an interpretivist paradigm was employed. Data were gathered through semi-structured interviews with parents, teachers, and learners, Observation of learners, alongside document analysis. Four core themes emerged: (1) Systematic inequities limiting early identification and support, (2) Pedagogical practices that exclude learners with dyslexia, (3) Emotional strain and identity disruption during transition, (4) The protective role of relationships and support networks. These results affirm the need for targeted support and interventions to help learners with dyslexia succeed during their transition from primary to secondary school amid systemic inequities. Learners with dyslexia in under-resourced South African schools face significant challenges transitioning to secondary education due to systemic inequities and insufficient support. It emphasises the need for coordinated, identity-affirming approaches to foster academic and emotional growth. This study addresses the challenges learners with dyslexia face in under-resourced South African schools during their transition to secondary education.