Summary

This phenomenological study examined teachers’ perceptions of support for retained learners in primary schools in the Kingdom of Eswatini. Using a phenomenological research design, eight primary school teachers from four schools (two per school) in the Shiselweni region were purposively sampled. Data was collected through semi-structured interviews and document analysis and analysed thematically. The findings revealed that targeted instruction and peer collaboration were viewed as effective intervention strategies. Academic achievement was identified as the primary indicator of support for retained learners in primary schools. Additionally, teachers’ perceptions of support for these learners were influenced by their belief in the potential for influential learning. The study concludes that teachers share common perceptions regarding effective support for retained learners. These findings have important implications for further research.

Keywords:Grade retention; Learner support; Primary school; Retained learners; Teachers