Early intervention and transition outcomes for children with Down syndrome: Lived experiences of parents, teachers and school stakeholders in South Africa

Background: Children with Down syndrome (DS) experience developmental delays that complicate their transition from home to school. In South Africa, under-resourced schools, early intervention remains inconsistently implemented despite its potential to enhance developmental and educational outcomes. Aim: This study explores how early intervention influences the school transition experiences of children with DS in a South African special needs school, focusing on relational, emotional and pedagogical dimensions of this process. Setting: A qualitative study consisting of N = 7 participants was conducted at a special needs school in Gauteng, South Africa, serving children with diverse developmental profiles. Methods: A qualitative case study within an interpretivist paradigm was employed. Data were gathered through semi-structured and narrative interviews with parents, teachers and school management, alongside document analysis of inclusive education policies. Ubuntu Philosophy and Resilience Theory framed the analysis, which used thematic methods to identify key patterns. Results: Four core themes emerged: (1) collaborative communication strengthens transitions, (2) individualised support enables learner adjustment, (3) emotional strain during transition requires sensitive intervention and (4) learning through play and demonstration enhances inclusion. The findings affirm that successful transitions depend on relational care, personalised strategies, community support, not just early diagnosis. Conclusion: Early intervention supports successful school transitions when embedded in emotionally responsive, culturally grounded, collaborative practices. Ubuntu’s ethic of shared humanity and the relational focus of Resilience Theory provide a valuable framework for understanding inclusion in South African early childhood contexts. Contribution: This study contributes an African-centred model of early intervention that emphasises culturally relevant, community-based support for children with DS and their families.