Is inclusive education our answer to increased literacy? Examining the impact of inclusive education in the South African schooling system on the literacy and well-being of learners

Schmid, Maxine

Is inclusive education our answer to increased literacy? Examining the impact of inclusive education in the South African schooling system on the literacy and well-being of learners

Thesis / Dissertation

2026

Publisher

University of Cape Town

Department

Department of Social Development

Faculty

Faculty of Humanities

Abstract

Literacy plays a pivotal role in shaping academic success, mental well-being, and future socioeconomic outcomes. In South Africa, however, many high school learners in under-resourced communities continue to face poor literacy outcomes, despite the implementation of inclusive education policies. This study aimed to investigate the extent of low literacy levels among Grade 8 and 9 learners and to examine the relationship between literacy proficiency, inclusive education practices, mental well-being, and external social factors. A quantitative, descriptive research design was employed. The study sampled 181 learners from two high schools in Cape Town, situated in historically disadvantaged areas. Data were collected using a standardised literacy assessment and a self-report questionnaire that measured perceptions of inclusive education, experiences of social exclusion, and mental health (using the DASS-Y scale). Findings revealed that while learners perceived their schools as inclusive and felt supported by teachers, overall literacy scores remained low. Statistical analysis showed a weak correlation between inclusive classroom practices and literacy performance. Instead, external factors such as poverty, household instability, and psychological distress had a stronger association with poor literacy outcomes. Learners with lower literacy scores were also more likely to report feelings of social exclusion and mental health challenges. The study concludes that classroom-based inclusive practices, while important, are insufficient on their own. A more holistic approach is needed—one that integrates mental health support and addresses the broader socio-economic barriers impacting learners. These findings underscore the need for policy and programmatic responses that target both the academic and emotional needs of learners in marginalised contexts.