Socioeconomic inclusion of learners

The purpose of this study was to investigate challenges faced by learners because of their parental socioeconomic statuses as well as the presence of various practices for socioeconomic inclusion at Paresis Secondary School in Otjiwarongo, Namibia. The study sought to uncover various themes that could enable teachers and school management members to be aware of the impacts of children's socioeconomic backgrounds on their schooling. It intends to help educators makes bet use of the identified inclusive practices and improve the outcomes of the students concerned. A descriptive case study design using a sample of 50learners and 5 teachers' selected using stratified random sampling was used. Open-ended questionnaires, personal interviews and focused group discussions were used to collect qualitative data. Qualitative data was then analyzed using the inductive thematic analysis and nine themes emerged. The findings of the study were that learners from poor socioeconomic backgrounds face un-supportivehome environments, inability to obtain school essentials and lack of parental involvement and motivation as major challenges. The findings also revealed that acceptance and teachers playing