Systemic barriers to inclusive education in South Africa: educators’ perspectives and policy realities

South Africa's inclusive education policies, anchored by White Paper 6, envision equitable learning. Yet a profound chasm persists between this democratic idealism and the resource-constrained realities of the classroom. This qualitative study explores this policy-practice disconnect through the lived experiences of 20 educators across four public primary schools in KwaZulu-Natal. Grounded in Bronfenbrenner's bioecological model and Vygotsky's sociocultural theory, triangulated data reveal a cascading systemic crisis. Thematic analysis exposes five entrenched barriers: resource scarcity, infrastructural deficits, inadequate training, attitudinal resistance, and fractured stakeholder collaboration. Findings illuminate how macro-level policy neglect forces micro-level classroom improvisation, leaving educators overwhelmed and learners marginalised. True equity demands culturally responsive interventions beyond mere policy rhetoric. By elevating frontline voices, this research advocates for targeted funding, continuous professional development, and unified community partnerships to bridge the implementation gap in the Global South.