The experiences and challenges of school-based social workers rendering intervention services to youth sexual minorities

Abstract

This dissertation critically engages with the transformation occurring within the South African Department of Basic Education, marked by a departure from an exclusive education model towards a more inclusive paradigm that integrates the services of school-based social workers. Despite this commendable shift, persisting challenges of discernment, marginalization and high levels of prejudice against youth sexual minorities continue to mar the school environment. Establishing a foundation of acceptance, belonging and connectedness is deemed fundamental for the educational success of all learners. However, a considerably high number of youth sexual minorities still contends with feelings of misunderstanding, non-acceptance lack of support in their school situations. The theoretical framework underpinning this research is anchored in the ecological systems approach and advocacy theory. The primary research objective is to attain a comprehensive understanding of the lived experiences and challenges confronted by school-based social workers as they navigate the terrain of providing intervention services to LGBTQQIP2SAA youth sexual minorities. Methodologically, a qualitative research approach is employed, encompassing phenomenological, contextual, descriptive and explorative research designs. The research sample comprises 38 school-based social workers drawn from the province of Gauteng. Data are collected through a purposive sampling technique using semi-structured face-to-face and MS Teams interviews. Thematic analysis of the rich dataset reveals an array of emergent themes and sub-themes that encapsulates the multifaceted challenges and experiences encountered by school-based social workers rendering intervention services to youth sexual minorities. Sub-themes include the imperative of providing equal services to all learners, the role of offering counselling and support to learners identifying as sexual minorities, considerations based on the learner’s needs and age and the necessity to develop protective measures for youth sexual minorities. Challenges faced by these school-based social workers encompass experiences of lack of acceptance, understanding and support, along with instances of victimization, rejection, bullying and psycho-social health implications for youth sexual minorities. The study embeds its findings within the global and African contexts of sexual minority rights, instructive legal frameworks impacting same-sex behaviours, the complex issue of criminalization in certain regions and the enduring social stigmatization faced even where same-sex acts are legal. Zooming in on the South African context, the research highlights disparities among over 800,000 self-identified LGBTQQIP2SAA individuals, advocating for increased funding, filling of school-based social worker vacancies and enhancing working conditions to meet constitutional and legislative obligations. Themes that have emerged from the research underscore the pressing need for measures to support school going youth sexual minorities, addressing critical issues such as confidentiality, training, resources and the personal sexual orientation of school-based social workers. Recommendations drawn from these themes advocate for widespread training initiatives, strategic awareness campaigns and the development of inclusive policies, all meticulously aligned with the constitutional and human rights principles applicable on school going youth sexual minorities. The study, therefore, emphasises not only the significance of a supportive system for school-based social workers but also the necessity of adequate funding and the implementation of practical measures informed by rigorous research findings. In conclusion, the dissertation urges for the creation of awareness, educational initiatives and the establishment of support groups for youth sexual minorities in schools. It advocates for policy development and implementation within schools to ensure alignment of youth sexual minorities with their constitutional rights. Additionally, the study emphasises the need for targeted messaging, heightened social media presence and community training to foster widespread acceptance and understanding of all learners. By contributing to the ongoing discourse surrounding inclusivity and support for youth sexual minorities in South African schools, this research offers critical insights for policymakers, educators and school-based social workers, contributing to the broader goal of fostering an environment of acceptance and equality within educational institutions.