The role of school psychologists has been debated and contested nationally and internationally for many decades, with an
emphasis on the need for a paradigm shift in professional roles. Psychologists may be employed in the private sector, in non-
governmental organisations, in higher education institutions, and by the state. Those employed by the state within the
Department of Basic Education are referred to as school psychologists, and are tasked with providing psychological services
to public schools. In the Western Cape, the context of this study, school psychologists are assigned to circuit teams, where
they are expected to work collaboratively with other professionals to provide support to schools. This paper is focused on
school psychologists’ perceptions of the challenges that emerge when working with other sectors to facilitate school devel-
opment. Eight focus group discussions were conducted with 47 school psychologists. The data collected resulted in the gen-
eration of five categories of challenges facing school psychologists when they collaborate with other sectors to facilitate
school development. These were: diverse discourses and worldviews; roles and boundaries; personal and interpersonal fac-
tors; training needs; and organisational challenges. This research contributes towards the deepening of school psychology
practice, and to providing important insights towards the enhancement of intersectoral collaboration and school development
as aspects of the provision of support to schools in South Africa.

doi: 10.15700/201412052103