The experiences of educators working with children on the Autism Spectrum in schools for learners with special education needs in the North West Province of South Africa

https://doi.org/10.36386/jcpr.v3i1.938

Many autistic learners who require substantial support, including learners with co-occurring intellectual disability, attend South African LSEN (Learners with Special Education Needs) schools. However, limited research has explored educators’ lived experiences of teaching autistic learners in LSEN contexts. This qualitative research study employed a phenomenological design to examine educators’ experiences in LSEN schools in the North West Province, South Africa. Eight educators (seven female, one male; aged 42–62) from LSEN schools participated in individual in-depth interviews. Data were analysed using Braun and Clarke’s thematic analysis. Educators described autism-related behaviours, including sensory sensitivities, communication challenges, and behaviours that disrupted learning, alongside persistent resource constraints and safety concerns in classrooms with complex learner profiles. Environmental factors, particularly learner-educator ratios, class composition, routine changes, and learners’ home circumstances, shaped educators’ capacity to provide effective support. Participants reported that increased autism-related knowledge, building rapport with learners, and drawing on personal strengths such as flexibility and problem-solving enabled more constructive classroom responses. Findings highlight the need for context-responsive training and support programmes for educators and caregivers, as well as school-level planning that takes class composition and support needs into account in LSEN settings.