Abstract

Adolescent learners around the world face a range of psychosocial challenges, which can negatively impact their well-being and academic success. In many low–middle income countries (LMICs), the lack of psychosocial support (PSS) structures in schools can exacerbate these challenges. This study explores psychosocial challenges reported by adolescent learners in grades 10–12 and the perceived support they require at school. Using a qualitative multiple-case study design, twenty-two purposively recruited adolescents aged 15–19 years from two public schools in Johannesburg, South Africa, participated in open-ended surveys. Thematic analysis revealed that the challenges faced by adolescent learners include being negatively treated by teachers, bullying from peers, decreased self-esteem and self-confidence, daily commuting difficulties, and insufficient material resources. Participants identified a need for PSS services at public schools, for the provision of mental health services (i.e., counseling and therapy) and the establishment of peer support groups to support adolescents with their developmental challenges. The initiation of community charity/funding drives for learning materials and school uniforms, that involved the learner community, was also identified as a role that PSS services could fill. This study recommends the deployment of school social workers and school psychologists to public schools in LMICs to help address the developmental challenges faced by adolescents and improve their academic performance and overall psychosocial well-being. In-service training programs for teachers may be developed by these professionals to assist them in better caring for and supporting adolescents.