This article discusses the role of school management teams in the education of learners from disadvantaged socioeconomic background. The school management team is regarded as crucial body within the school fraternity in supporting learners from disadvantaged socioeconomic background. The school management teams are required to provide educational support to the teachers and these learners to improve performance in the classroom. The study was grounded in the interpretive research paradigm which was deeply rooted in a qualitative research approach. Purposive sampling was used to select twelve participants, comprising one school principal, one school management team member, one school governing body chairperson, four educators and five learners. Semi-structured telephonic interviews were conducted with all participants. Interviews were conducted to establish from these stakeholders how school management team members support the teaching and learning of learners from poor households. Data were analysed using the thematic approach. The results revealed that the socioeconomic circumstances of the learners' home environment, the learning environment at school, lack of parental support, and low teacher expectations impacted learners' academic achievement. A solid relationship between all the people engaged in a learner's academic life was greatly influenced by the learner's family background, although some parents were still not entirely supportive of their children's education. It was also demonstrated that there was continued need for attention to socioeconomic problems in schools which were predominately occupied by black learners form poor households. Moreover, good academic achievement was a result of learners' motivation and stakeholders' dedication to the learners from disadvantaged socioeconomic background. When all stakeholders work together, academic outcomes of the school improve. This study recommends an active economy, an improved healthcare system in poor neighbourhoods, and implementation of poverty alleviation programmes in poor communities. Internal and external stakeholders must work together and utilize all available resources optimally to fulfil educational goals of learners from all socioeconomic categories.
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