All learners have psychosocial support needs. These can vary depending on a child’s age, their life experiences, their family situation, gender, and even their individual personalities. The school and classroom environment, as well as the relationships between learners, educators and Learner Support Agents, can contribute to supporting a child’s psychosocial well-being. 

In response, the DBE has identified the need to improve the skills of Learner Support Agents (LSAs) on the provision of Psychosocial Support Services (PSS) to learners in schools. The Guide for LSAs and Schools on Providing Psychosocial Support to Learners was therefore developed to address these needs as it clarifies the roles of PSS whilst providing guidance on how LSAs, School Management Teams (SMTs) and School Governing Bodies (SGBs) should go about creating a psychosocially conducive environment to prevent psychosocial challenges and to identify and address existing problems early. The Guide is embedded in the DBE's Care and Support for Teaching and Learning Framework, as well as the Policy on Screening, Identification, Assessment and Support (SIAS).

The DBE’s Psychosocial Support Directorate trained 56 LSAs appointed through the support from the DBE and the United States Agency for International Development (USAID) five-year Government to Government (G2G) Fixed Amount Reimbursement Agreement. The three-day workshop took place at the Catalyst Hotel in Sandton in the Gauteng Province from the 27 – 29 June 2022. During the 3-day training, LSAs were divided into two groups of 28 participants, with Ms Poppie Skatane and Ms Faith Mmola leading the facilitation of the different sessions. 

The first day outlined psychosocial support and its components, as well as communication skills which carried through to the second day. The second day was followed by Mrs Enid Smith from the Gauteng Department of Education and Ms Zakhira Masekoameng and Ms Mmathapelo Lebese representing the Department of Social Development, presenting the Child Care and Protection System as per the Children’s Act, including referrals and interventions offered by the School Intervention Team. The South African Depression and Anxiety Group (SADAG) and Childline joined the team on the third day to display and share their materials with LSAs. They were further given an opportunity to deliver a presentation on child abuse reporting; depression and suicide; and the effects of bullying and their referral procedures. Both partners shared their contact details with LSAs to facilitate referrals.  

During the training, the LSAs also shared their experiences in respect of their roles; matters of confidentiality; and how to have a healthy working environment with learners and teachers through working with care and support structures in the education system. They were also encouraged to work closely with School Based Support Teams (SBSTs) and principals to identify challenges for intervention and support. It was agreed that LSAs should convene regular meetings for monitoring and support. Ms Sadrini Moodley who is the Monitoring and Evaluation Specialist, emphasised the importance of submitting monthly and quarterly reports. 

Ms Mmola emphasised the importance of self-care, since LSAs are supporting learners who experience trauma and significant levels of other risks. LSAs completed the Burnout Assessment Tool to identify their self-care needs, as well as possible strategies to adopt from the tool. In closing, Ms Skatane reminded LSAs that PSS is not limited to counselling, but includes changing the school environment and practises that are not conducive for teaching and learning, to ensure that schools become psychosocially healthy centres of care and support.