Using pull-out learning support programmes in South African primary schools to support learners with learning difficulties

The study explores the experiences of Grade 3 learners with learning difficulties in the pull-out support programme in both full-service and mainstream schools. focusing on the emotional and academic impact on learners. The findings highlight the benefits of individualised support, improved confidence, and academic progress, while also noting challenges such as peer labelling and bullying. The study contributes to understanding the role of pull-out programmes in promoting inclusion and learner development within diverse educational contexts. An interpretivist paradigm was employed, and an explanatory multiple-case study was guided by Bandura’s Social Cognitive Theory. Twelve learners and two learning support educators (LSEs) were purposively selected. Through a qualitative approach, data were generated using semi-structured interviews, learner-generated drawings, and non-participant observations. Thematic analysis revealed that learners often described withdrawal sessions as supportive spaces where personalised instruction and encouragement fostered confidence, participation, and positive relationships with the LSEs.