This paper examines the significant challenges and moral dilemmas faced by a young female leader in her role within a School-Based Support Team (SBST) at a South African Government school. Using an autoethnographic approach, I reflect on my lived experiences as a leader attempting to support learners who are victims of severe abuse, trauma, academic underperformance, and violence. The autoethnographic methodology is particularly suited to this study as it allows for an in-depth exploration of my personal experiences within the broader socio-educational context, providing a nuanced perspective on the complexities of educational leadership and the systemic challenges that impact learners in under-resourced communities. By examining my personal journey and the systemic barriers I encountered, this qualitative methodology offers valuable insights into the intersection of leadership, policy implementation, and the reality of inclusive education in South Africa.

The study is framed through several theoretical lenses that offer key insights into the complex dynamics at play in educational leadership and inclusive education. Bronfenbrenner’s Ecological Systems Theory is one of the primary frameworks used in this paper. This theory helps to contextualize how the different layers of a child’s environment—such as family, school, community, and societal influences—interact and impact the well-being of learners. The framework provides an understanding of how systemic failures, both within and outside of the school, can contribute to the trauma experienced by children, hindering their educational outcomes.

As a leader within the SBST (School Based Support Team), I examine how policies related to resource allocation, team collaboration, and leadership practices impact the effectiveness of support offered to learners facing severe challenges. This framework underscores the tension between the ideal models of support described in policies such as Education White Paper 6 (EWP6) and Screening, Identification, Assessment, and Support (SIAS) and the reality of their implementation in schools. The Professional Learning Communities (PLCs) framework is used to highlight the importance of continuous professional development for educators and school leaders.

In conclusion, this paper advocates for a shift in how we view the role of school leadership and the responsibility for supporting learners. While educational leaders and teachers must be aware of and responsive to the challenges their students face, it is critical to acknowledge that they cannot shoulder these burdens alone. The responsibility must be shared across all sectors of society—government, educators, social services, and communities—to ensure that learners receive the comprehensive support they need. Only when society as a whole takes’ responsibility for the well-being of its children can we hope to break the cycle of trauma, poverty, and neglect that hampers educational outcomes. This paper calls for a rethinking of educational leadership, one that emphasizes holistic support for all learners, recognizing the interconnectedness of education, well-being, and social justice.

Keywords: School-Based Support Team (SBST), Educational leadership, Inclusive education, Systemic barriers, Policy implementation gaps, Education White Paper 6 (EWP6), Screening, Identification, Assessment, and Support (SIAS), Socio-educational challenges, Holistic educational support, District-Based Support Team (DBST).