Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa

Inequalities in education and health are deeply rooted in social and economic disadvantage. In South Africa, 38% of children live in rural communities and are significantly more likely to be deprived of opportunities for quality education and health-related quality of life than those less disadvantaged. This research aims to address this persistent structural challenge and establish how schools can beat the odds and enable children to achieve and thrive despite their location in high-poverty communities. This project is grounded in an ethic of social justice and led by a UK and South Africa interdisciplinary team from Education, Health, Psychology, Sociology, and Health Economics. This mixed methods research will establish a comprehensive, empirically grounded theory of practice - i.e. organising schools as enabling spaces for improvement in learning and health. It will focus on the Foundation Phase of primary schooling (children aged 6-9) because: i) this is a critical period of transition from early childhood to middle childhood when early interventions can make a significant impact on long-term outcomes; and ii) this is also a key transition phase when children begin developing a sense of belonging to quality schools that can provide protective environments for those who are 'at risk' because of their dysfunctional early childhood experience. The project will begin with a rapid evidence assessment (REA) and participatory focus group and individual interviews with purposefully selected policy officials, school and community leaders, and other stakeholders (including parents) to scope and assess the research evidence and policy reports over the last decade. The REA will identify new evidence in the key education, health and policy areas where intervention programmes have shown the potential of being most effective in enhancing children's achievement and health-related quality of life in the short, medium and long term; and the range of factors that influence these. The results of the REA and interviews will inform the development of a systems-oriented, multi-layered intervention to strengthen the organisational and professional capacities of schools as enabling spaces for children's learning and development in socioeconomically disadvantaged rural communities. Multi-stakeholder, participatory and collaborative child (family)-school-community partnerships will be used to enhance the design and evaluation of the feasibility, applicability and sustainability of the interventions throughout the project. A six-month pilot will be carried out in 18 rural primary schools in the province of Mpumalanga. Surveys and participatory ethnographic methods will be used with children and adults in schools and their communities to explore how variation in intervention tasks, organisational factors (especially school leadership, professional capacity of the staff, learning culture), and school and community contexts combines to create variability in outcomes (i.e. what seems to work, for whom, under what circumstance). The refined interventions will then be scaled up in an efficacy investigation in 58 rural primary schools (with 4,600+ children, 230+ teachers/school leaders) and their communities in Mpumalanga, North West and Limpopo. Similar evaluation methods will be used to assess the extent of change in schools' organisational and professional capacities and how such change has impacted on children's learning and health outcomes. By examining how schools may be(come) enabling spaces to promote whole-child quality education (SDG4), and through this, transform the health-related quality of life for children and adults (SDG3) in rural communities in South Africa, the research will make a timely contribution to understandings of how different sectors may work more effectively with schools to unlock the transformative power of education for the achievement of the other SDGs.