A conceptual framework for integrating digital tools into school-based psychosocial support for inclusive education in South Africa

School-based psychosocial support is increasingly important in South Africa because many learners experience poverty, violence, trauma, disability-related barriers, family disruption, and limited access to mental health services. Although schools are well positioned to identify and support vulnerable learners, existing psychosocial support systems remain constrained by shortages of school counsellors, psychologists and social workers, weak referral pathways, uneven teacher preparation, and digital infrastructure inequalities. Previous studies have examined school mental health interventions, digital health tools, task-shifting, telehealth, AI-enabled support, and inclusive education separately. However, the literature shows a lack of an integrated, context-sensitive framework that explains how digital tools can be ethically and equitably embedded into school-based psychosocial support within South African inclusive education settings. This paper therefore aimed to develop a conceptual framework for integrating digital tools into school-based psychosocial support in South African schools. The study was guided by four complementary theoretical lenses: implementation science, user-centred design, task-shifting and task-sharing, and digital ecosystem and equity thinking. Methodologically, the paper used an evidence-informed desktop synthesis and narrative framework synthesis approach. Thirty relevant studies, research protocols, conceptual papers, intervention reports, and policy documents were identified through targeted searches of academic databases, policy sources, citation tracking, and literature on school mental health, digital health, psychosocial support, inclusive education, and low-resource implementation contexts. The selected literature was thematically coded to identify digital modalities, implementation barriers, equity risks, ethical requirements, workforce constraints, and conditions for sustainable implementation. The synthesis found that five digital modalities are most relevant for school-based psychosocial support: telehealth platforms, AI-driven chatbots, structured digital interaction tools, mobile and offline-capable applications, and integrated digital ecosystems. The findings further showed that digital tools can extend access to psychosocial support, support task-shifting to teachers and lay providers, strengthen referral and supervision systems, and improve monitoring. However, the evidence also showed that digital integration may worsen inequalities if learners lack devices, connectivity, privacy, digital literacy, or access to human support. The review therefore identified six major implementation concerns: workforce shortages, the digital divide, infrastructure limitations, ethical and data governance risks, training and supervision gaps, and teacher burnout. The paper contributes a seven-component conceptual framework comprising stakeholder engagement and co-design; multi-level delivery pathways; digital modality selection; task-shifting and capacity building; ethics, safeguarding and data governance; infrastructure and equity measures; and monitoring, evaluation and learning. The framework contributes to policy, practice, and research by offering a phased, equity-centred and human-supported model for using digital tools to strengthen, rather than replace, school-based psychosocial support in South African inclusive education contexts.