Abstract: Submission #64

Abstract Addressing learners' psychosocial developmental challenges effectively necessitates collaborative approaches involving teachers and social workers. This aligns with the Global Agenda for Social Work and Social Development, emphasizing interdependencies in field of humanities and the need for respectful cooperation in designing and implementing an inclusive education system. This qualitative exploratory pilot study, conducted with teachers and social workers (n=6) from a bigger research project in two Gauteng District 11 schools, articulates this collaborative practice and explores the experiences of teachers and social workers in providing psychosocial support to learners. Findings highlight diverse shared responsibilities, including provision of counselling, motivating learners, engaging parents, conducting assessments and home visits, and establishing psychosocial support programs. The participants identified challenges that they experienced during their process of supporting learners to include limited teacher and school participation, lack of parental involvement, reluctant and resistant learners, and inadequate social work resources. To support learners, the study recommends a collaborative structure that involves social workers, teachers, parents, community members, and organizations, which emphasizes the necessity of a multidisciplinary approach in schools.