Moodley, TrevorSonn, Carola2025-05-062025-05-062024https://hdl.handle.net/10566/20377Psychosocial barriers experienced by school-going learners are increasingly identified as significant indicators impacting life course outcomes. Therefore, the provision of effective psychosocial support is imperative to manage and address these barriers. This study investigated psychosocial support (PSS) provision for learners at eight Schools of Skills (SoS) across the eight education districts in the Western Cape. It examined the state of PSS provision to SoS learners. The lens of a pragmatic paradigm, and a mixed method, explanatory sequential research design guided this study. Both, quantitative and qualitative data were collected. The eight Schools of Skills that participated in this study were randomly selected, each representing one of the eight education districts in the Western Cape. Through purposive sampling, 98 participants were identified. There were 80 SoS teachers, eight school-based counsellors, eight SoS principals, and two provincial education officials. Semi-structured individual interviews with counsellors, school principals and provincial education officials were conducted. The teachers completed questionnaires. Relevant national, provincial, and school-based policies were also analysed.enPsychosocial barrierspsychosocial supportpsychosocial well-beingschools of skillsinclusive educationThesis