Primary to secondary school transition of learners with traumatic brain injuries in the Cape metropolitan area: A learner perspective

Abstract

Aim: This study explores the lived experiences of the primary to secondary school transition of adolescent learners with TBI within a middle to low income context. An understanding of the insider perspective of this school transition sought to illuminate the factors that facilitate or hinder learners' primary to secondary school transition.

Method: An interpretive phenomenological research design was used. Four participants were purposively selected. The data collection method included semi-structured face to face interviews. Data were analysed inductively using Burnards Framework. Four themes emanated from the data including: changes in functioning; personal resources; enabling external support structures and gaps in support structures.

Results: There are factors that facilitate a positive primary to secondary school transition including learners drawing on personal resources and the support that they receive from enabling external support structures. Barriers to the school transition include the changes in physical, mental and social functions that impact on adolescents' ability to fulfil their learner role as well as gaps in the provision of support within the multi systems within the learners' environment.

Conclusion: A learner centred approach should be adopted for interventions. Planning the primary to secondary school transition should seek to prepare the learner, and those in the learner's context.