Research Articles (Educational Psychology)

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Stress and anxiety during the Covid-19 pandemic : experiences of special needs and learning support educators
(Noyam Journals, 2024-11-28) Mthembu, Mpho Princess; Finestone, Michelle; mpho.mthembu@up.ac.za
The purpose of this study was to investigate the factors that contributed to stress and anxiety in special needs and learning support educators during the COVID-19 pandemic. The study used qualitative methodology, incorporating semi-structured interviews, a qualitative questionnaire, and a focus group discussion for data collection. Ten special education and learning support teachers from special schools, and full-service schools in the Gauteng province, in South Africa were sampled for the study. Using interpretive phenomenology to analyse the data gathered for this study, it was discovered that special needs and learning support educators experienced stress and anxiety during the Covid-19 pandemic because of (a) an increase in workload; (b) adapting traditional face-to-face methods of teaching to online education; (c) teacher and parent collaboration, and (d) implementing COVID-19 regulations in a special needs classroom. The study proposes several recommendations, including the enhancement of teacher preparation for online pedagogical methods, the provision of psychological support services, the improvement of parental communication channels, and the promotion of curricular flexibility. Emphasis is placed on appropriate resource allocation, professional development workshops, and the implementation of online counseling services to identify challenges. This study contributes to the body of knowledge regarding the coping mechanisms employed by SETs and LSEs during crises such as the COVID-19 pandemic. Furthermore, it underscores the need for comprehensive support systems and adequate resource provision to enable educators to effectively perform their roles under adverse circumstances.
Caregiver beliefs about childhood development and schooling outcomes : a qualitative study in Mahikeng, South Africa
(Wiley, 2025-03) Palmer, Tom; Jaoude, Gerard Abou; Granados, Rolando Leiva; Batura, Neha; Booysen, Frederik; Ebersohn, L. (Liesel); Gram, Lu; Prost, Audrey; Salustri, Francesco; Skordis, Jolene
Although the role of the home in supporting early childhood development, early learning and school outcomes is well established, the perspectives of caregivers on child development and schooling outcomes are comparatively underexplored. This qualitative study was conducted with caregivers of children aged 6–10 years in Mahikeng, South Africa and aimed to explore their beliefs related to the interconnected developmental continuum of ECD, school readiness and educational outcomes. A total of 18 caregivers participated in focus group discussions, including 2 males and 16 females. Qualitative data were analysed using reflexive thematic analysis. We developed four themes: being present; guiding children through school; influencing language and cognitive development and raising the next generation. Caregivers expressed beliefs that they played an important role in early language and cognitive development and in socioemotional development for older children. However, their behaviour was not necessarily motivated explicitly by child outcomes. Additionally, caregivers described many contextual factors, such as high levels of unemployment and crime, that may constrain the ability of households to support child development. Design of effective caregiving interventions must be informed by contextual understanding and help to overcome these barriers.
Health promotion intervention in at-risk South African primary schools
(Sage, 2025-02) Mahomed, Ruzaika Shaik; Etokabeka, Elsa
BACKGROUND : Interventions to promote health have been implemented in some urban settings. However, school-based health promotion interventions in at-risk urban schools have not been thoroughly investigated. OBJECTIVE : This article investigates teachers’ perceptions regarding health promotion interventions with the main goal of establishing social change in at-risk school communities. DESIGN : The study used phenomenology as a theoretical lens supported by the use of a qualitative research approach. As a theoretical framework, the researchers utilised Vygotsky’s sociocultural theory. SETTING : The investigation used a descriptive case study design to select 17 teachers from 2 at-risk urban primary schools in Pretoria. METHODS : Visual data including participatory reflection action posters and photographs, and field notes were part of the data collection techniques. FINDINGS : Teachers’ responses informed how school-based health promotion interventions can be developed in the foundation phase of education. Themes relevant to this included recognition of the importance of education in bringing about social change; involving the whole community in developing health promotion projects; working closely with parents; promoting physical activity; and advocating for nutritional literacy. Goals can best be achieved through a focus on nutritional needs, physical health and social needs of at-risk communities. CONCLUSION : Findings from this study can be used to inform at-risk communities about food consumption, optimum physical activities and positive socio-emotional actions. Beyond this, young professionals entering the field of education should be encouraged to develop awareness of how school-based health promotion programmes can benefit the health and well-being of children.
The interconnectedness between the wellbeing of undergraduate students of religion studies and the curriculum
(University of KwaZulu-Natal, School of Religion, Philosophy and Classics, 2023-03) De Jager, Sarina; Eloff, Irma F.; sarina.dejager@up.ac.za
This study investigated the factors that support the wellbeing of undergraduate students in religion studies and religion at a large public university in South Africa. An ethnomethodological, interpretive research design was adopted to explore the intricacies between students’ wellbeing and the environment within which they pursue their academic aspirations in religion studies. Data were collected through face-to-face interviews ( n= 20) and two focus group discussions ( n= 8 ) . The interviews were audio- recorded, transcribed, and verified independently. The data were then analysed by means of interpretative phenomenological analysis (IPA) . IPA provides an avenue for detailed examinations of personal lived experiences. Two unique themes emerged from the analysis, namely, that the wellbeing of the religion studies students in the study was supported by i) the pre-existing theoretical content of their theological studies, and ii) the quality of the academic relationship with their lecturers. This reconnaissance of the terrain of the lived experiences and wellbeing of religion studies students indicated the distinct nature of the constellations of wellbeing for students of religion studies, the entrenched symbiosis between curricula, the paradigms underpinning the curricula, and the role of lecturers in student wellbeing.
South African emerging adults’ capacity for resilience in the face of COVID-19 stressors
(Sage, 2024-05) Cockcroft, Kate; Greyling, Mike; Fouche, Ansie; Ungar, Michael; Theron, Linda C.; linda.theron@up.ac.za
Little is known about resilience responses to COVID-19 stressors from emerging adults in minority world contexts. In this cross-sectional study, we explored the association between self-reported COVID-19 stressors and capacity for resilience in 351 emerging adults (Meanage = 24.45, SD = 2.57; 68% female) who self-identified as Black African. We were interested in whether age, gender and neighbourhood quality influenced this association. The main findings were that higher pandemic stress was associated with a greater capacity for resilience. Older participants showed higher levels of resilience, while there was no gender difference in this regard. Those who perceived their neighbourhoods as being of a good quality also showed greater capacity for resilience, despite all participants residing in disadvantaged communities. The theoretical and practical implications of these results are considered.
Exploring landscape architecture education : scoping review of innovations, challenges, and future directions
(Wichmann Verlag, 2024) Bartelse, Gabrielle; Du Preez, Hannelie; Steyn, Raita
This review examines the transformative potential of integrating digital technologies in land-scape architecture education. Acknowledging the increasing importance of innovative technology in design practice, the review aims to synthesize existing literature, identify gaps in knowledge, and pro-pose recommendations for future research and educational practices. The scope includes exploring trends, challenges, and opportunities in digital integration, emphasizing the role of digital design stu-dios, Research Through Design, and transdisciplinary thinking. Methodologically, an approach is em-ployed to comprehensively survey relevant literature. The review is structured to discuss prominent trends, discrepancies, and gaps in landscape architecture education, followed by implications for theory, practice, and future research. This review serves as the initial step in a broader aimed at transforming landscape architecture education by integrating digital design studios and innovative pedagogical ap-proaches, laying the groundwork for further empirical investigation and practical interventions. While the review provides valuable insights, limitations such as potential biases in literature selection are acknowledged. Overall, this review contributes to advancing knowledge in landscape architecture ed-ucation and informs efforts to adapt pedagogical practices to meet evolving demands.
Awareness as cornerstone to inclusive support for learners with colour vision deficiency
(African Educational Research and Development Foundation (AERDF), 2024-12) Ferreira, Ronel; Gevers, Heloïse; ronel.ferreira@up.ac.za
There is a scarcity of research in South Africa on how to support learners with colour vision deficiency (CVD). Inspired by inclusive approaches to education, the purpose of our research was to explore and describe teachers’ understanding and awareness of CVD and their experiences in teaching such learners, with the aim of enhancing effective support provision to learners with CVD. We implemented an explanatory sequential mixed methods design and collected/generated data in two phases. During the quantitative phase, we relied on a combination of convenient and purposive sampling to select 92 public school teachers in South Africa to complete a structured questionnaire. During the qualitative phase, data were generated through seven semi-structured interviews involving nine conveniently selected participants. Quantitative data were analysed by means of descriptive and inferential statistics, while we relied on inductive thematic analysis to analyse the qualitative data. The findings of our research indicate that the teacher-participants who had taught learners with CVD implemented supportive changes in their classroom teaching to accommodate these learners. We therefore concluded that teacher awareness of CVD may contribute to positive changes in support of learners with CVD. We therefore recommend that teachers should be made aware of the condition, for example through pre-service and in-service training initiatives, as this may guide them to offer inclusive support to learners with CVD.
Framework for a holistic intervention in support of children with colour vision deficiency
(African Educational Research and Development Foundation, 2024-12) Ferreira, Ronel; Van der Westhuizen, Tegan; ronel.ferreira@up.ac.za
In this article, we propose a framework for a holistic intervention in support of children with CVD, consisting of a resilience-enabling intervention for children and a parent guidance intervention for their parents. As background to the intervention we developed, we obtained baseline data on the experiences of children with CVD, specifically in terms of the challenges they face on a daily basis. We followed a mixed methods approach and implemented a collective case study design, being guided by Participatory Reflection and Action (PRA) principles. Qualitative data were generated both pre- and post-intervention through PRA-guided sessions and projective assessment measures with child-participants, semi-structured interviews with their parents, field notes and reflective journals. Quantitative data were collected both pre- and post-intervention using the Beck Youth Inventories 2nd Edition with the child-participants. Data were analysed through reflexive thematic analysis and descriptive statistics. Following the implementation of the intervention, the pre- and post-intervention datasets were compared. Our findings reveal that children with CVD face various challenges that adversely affect them on various levels of functioning yet that the holistic intervention we implemented empowered them to address some of these challenges and voice their needs to others, thereby accessing the support they are entitled to. The framework for a holistic intervention that we propose in this article offers both theoretical and practical implications for improving support initiatives with children with CVD. It can furthermore serve as a model for addressing similar needs of children who experience other special needs.
NEET and resilient : the lived experiences of a sample of South African emerging adults
(Wiley, 2024-12) Theron, Linda C.; Levine, Diane; Haffejee, Sadiyya; linda.theron@up.ac.za
There is scant understanding of what supports African emerging adults who are not in employment, education or training (i.e., NEET) to show resilience to NEET-related challenges. This article narrows that gap by reporting an iterative phenomenological study with nine African emerging adults (mean age: 23.44; 66% female) who were NEET for the 18-month duration of the study and living in a resource-constrained community in South Africa. We interviewed each young person three times (June 2021; December 2021; June 2022). A reflexive thematic analysis of these interview transcripts showed that being NEET is a multifaceted challenge. Supported by a mix of personal, relational and environmental resources, young people managed this challenge by resisting or recuperating from destructive coping mechanisms and believing in a successful future self. These findings point to the importance of young people and their social ecologies (families, peers, service providers and policymakers) recognising and enacting their co-responsibility for resilience to the compound challenges of being NEET.
Exploring innovative career counselling strategies for universal relevance and sustainability in the Anthropocene era
(Sage, 2024-04) Maree, J.G. (Kobus); kobus.maree@up.ac.za
This article reflects on several factors that influence the art and science of career counselling in different contexts. An adapted systematic literature review was implemented to examine developments in the career counselling field and to explore innovative career counselling strategies that have universal relevance and sustainability in the Anthropocene era. The continued relevance and functionality of career counselling in South Africa (as an example of a Global South, developing country reflective of the situation globally) is examined. I reflect on a possible theoretical and conceptual framework for career counselling in the ‘career Counsellocene’ era and I argue for an approach that contextualises career counselling in different contexts in the future workplace and meets the career-counselling needs of people in the Anthropocene era. A career-counselling approach is needed that emphasises the importance of eco-awareness in reversing the impact of human abuse on the environment.
Support strategies life orientation teachers use to enhance high school to tertiary education transition
(Unisa Press, 2024-07) Modiba, Matabe Rosa; Eloff, Irma F.; Mathabathe, Kgadi; kgadi.mathabathe@up.ac.za
The transition from high school to tertiary education is reported to be a challenging journey for learners. In the South African context, teachers who are appointed to teach Life Orientation (LO) as a fundamental and compulsory subject are closest to the task of supporting learners in the move towards accessing tertiary education. Therefore, this study aimed to examine the support strategies LO teachers use to enhance high school to tertiary education transition. A qualitative phenomenological research methodology was used. The study was conducted in four high schools around the Ngaka-Modiri Molema district in the North West province of South Africa. Four LO teachers were purposively selected to generate data through semi-structured interviews. Data were analysed using thematic data analysis. The findings indicate that support strategies utilised by LO teachers are predominantly informational, and include assisting prospective students with online applications, providing information about career options, funding and pass requirements, providing guidance and motivation, and coordinating career guidance and career information-sharing activities. This study recommends that LO teachers engage in refresher training and proactive engagements with tertiary institutions aimed at supporting prospective learners with up-to-date information to enhance their transition from high school to tertiary institutions, as well as assist LO teachers with information and knowledge to provide holistic support to learners.
Student wellbeing and academic support in higher education
(Frontiers Media, 2024-12) Fadiji, Angelina Wilson; Eloff, Irma
Please read abstract in article.
Career construction counselling intervention to promote the sense of calling of a disadvantaged black woman
(Routledge, 2025) Maree, J.G. (Kobus); kobus.maree@up.ac.za
This article reports on how longitudinal counselling for career construction clarified and promoted the sense of calling of a black woman. Purposive sampling was used to select a woman wanting to promote her sense of calling to make a difference in the lives of vulnerable people. A longitudinal, eight-year, explanatory, and intrinsic case study design was adopted. The Maree Career Matrix (MCM) and the Career Interest Profile (CIP) were used to elicit the participant’s multiple micro-life stories and key life themes and to co-author her future career-life story narrative. The data were analysed thematically and reflexively using ML Savickas’s approach. Longitudinally, the participant's self- and career identity and sense of calling were clarified and reinforced. More research is needed to expand the theory base of the intervention strategy discussed in this article (especially in contexts that differ from the context in which the intervention’s theory base was first developed).
Supporting learners with mild intellectual developmental disorders with career development in mainstream schools
(MDPI, 2024-11) Dichaba, Paballo; Omidire, Margaret Funke; Sefotho, Maximus Monaheng; funke.omidire@up.ac.za
Many learners with mild intellectual developmental disorders (IDD) in mainstream primary schools in the Free State Province of South Africa require support to maximise their learning potential and prepare them for work post-school. In this study, a qualitative approach and Critical Disability Theory were used to explore the experiences of education stakeholders (teachers, parents, and principals) in how schools support the career development of learners with mild IDD in mainstream schools. There were 25 participants in this study, and data were collected through interviews, focus group discussions, and demographic questionnaires. The findings indicated that teachers were optimistic that learners with intellectual developmental disorders could thrive if identified early and provided with specialised support services. The findings also showed that teachers had low self-efficacy regarding their training on inclusive education practices and had limited knowledge about career development services. All the participants were optimistic that learners with mild IDD could participate in the labour market if they were taught work-related skills at an early age. It is recommended that stronger collaborative partnerships should be developed between stakeholders to promote inclusive support interventions, transform teaching approaches, and equip mainstream teachers with the required skills.
Overcoming the challenges of including learners with visual impairments through teacher collaborations
(MDPI, 2024-11) Manis, Maesela; Ferreira, Ronel; ronel.ferreira@up.ac.za
In this article we report on a study undertaken with 255 teachers working with learners with visual impairments. The focus of our discussion is teachers’ implementation of inclusive education policies with learners with visual impairments in full-service schools in South Africa. We foreground the ways in which the teacher participants relied on teacher collaborations to overcome some of the challenges they faced as a result of limited resource provisions in schools in this country. We implemented an instrumental case study design and followed the approach of participatory reflection and action (PRA). The sample included teachers (n = 255) from seven full-service and ten special schools from five provinces in South Africa. In addition, 50 expert stakeholders who work in the field of visual impairment were involved. For data generation and documentation, we utilised PRA-based workshops, the observation-as-context-of-interaction method, audio-visual techniques, field notes, and reflective journals. The findings of our research confirm that full-service schools face distinct challenges regarding limited resources as well as teachers that are inexperienced to accommodate learners with visual impairments. Even though the teachers in our study were initially reluctant to implement inclusive education practices, their collaboration with fellow teachers and other informed stakeholders enabled them to address some of the challenges they experienced and implement inclusive practices. They subsequently formed a team and learnt from one another to facilitate positive changes through the implementation of inclusive practices, thereby following a socio-ecological approach to inclusive practices in full-service schools in South Africa.
Validation of the child and youth resilience measure (CYRM-R) in rural contexts in South Africa
(NISC (Pty) Ltd and Informa UK Limited (trading as Taylor & Francis Group), 2025) Ding, Huiming; Callaghan, Patrick; Gu, Qing; Ebersohn, L. (Liesel)
INTRODUCTION : Resilience is central to young children’s healthy and happy development. The Child and Youth Resilience Measure (CYRM-R) has been widely used in several countries. However, its construct validity among young children in rural South Africa has not been examined. We investigated the construct structure of the CYRM-R for foundation-phase learners (i.e., grades R/0-3) in rural primary schools in South Africa. METHODS : The CYRM-R was translated into the local language Setswana and tested on 1 088 learners attending 10 schools in socioeconomically disadvantaged rural communities in the North West province. Confirmatory factor analysis (CFA) was conducted to validate the CYRM-R scale and examine its construct structure. RESULTS : Our findings suggested a two-factor (i.e., personal resilience, caregiver resilience) structure of the CYRM-R with some items removed or reclassified as preferable or relative to other examined solutions. CFA results showed that the optimal model represents a good fit to the data (RMSEA = 0.037, CFI = 0.929, TFI = 0.915), explaining 83.4% of the variance. CONCLUSION : The Setswana version of the CYRM-R is a reliable and valid measure of resilience in young children in a rural South African context and can be used to assess resilience in young children in Setswana-speaking populations.
Flourishing during the COVID-19 pandemic : a longitudinal study in South Africa
(Sage, 2025) Fadiji, Angelina Wilson; De la Rosa, P.A.; Counted, V.; De Kock, J.H.; Bronkhorst, W.L.R.; Joynt, S.; Tesfai, A.; Nyamaruze, P.; Govender, K.; Cowden, R.G.
Please read abstract in the article.
Resilience to structural violence: an exploration of the multisystemic resources that enable youth hope
(Sage, 2024-09) Ncube, Bongiwe; Theron, Linda C.; Haffejee, Sadiyya; linda.theron@up.ac.za
Please read abstract in the article.
Developing an inclusive African theory of academic literacy
(The International Journal of Literacies, 2025-01-16) Eybers, Oscar Oliver; Dewa, Nokuthula Ntombiyelizwe; oscar.eybers@up.ac.za
South Africa has enjoyed post-apartheid democratic freedom for thirty years. However, three decades after apartheid’s legal end, institutions of higher learning still grapple with a significant crisis of student attrition. Approximately 25% of South African students drop out annually without completing their degree or academic year. According to the current article, this high dropout rate is partly attributed to a lack of a coherent theory of academic literacy, which could mitigate the feelings of alienation experienced by African students. This article argues that the dependence of African universities on Global North constructs of academic literacy limits students’ experiences of inclusion and belonging to specialized disciplinary domains. To address the crisis of student attrition, as well as experiences of cultural alienation in universities where African students are enrolled, this article proposes developing an African Theory of Academic Literacy (ATAL). The objective of this theory is to empower academic literacy educators to ground their teaching, learning, and assessment practices in an Afrocentric paradigm, thereby fostering a stronger sense of inclusion among novice scholars within their disciplines.
Resilience to depression among emerging adults in South Africa : insights from digital diaries
(Sage, 2024-10) Levine, Diane T.; Theron, Linda C.; Haffejee, Sadiyya; Ungar, Michael
Emerging adults facing chronic socioeconomic stress, especially depression, lack comprehensive research on resilience factors. This study analyzed digital diary entries (n = 338) from 57 individuals aged 18–24 in a South African township from July 2021 to April 2022. Participants highlighted relational, community, and cultural supports regardless of risk levels. Both high and low-risk groups faced challenges like financial instability, limited education, health threats, and lawlessness. However, institutional resource scarcity disproportionately affected higher-risk individuals, worsening issues like infrastructure deficits and violence exposure. Family and peer support emerged as crucial, especially for higher-risk participants. Individuals living in higher risk emphasized collective action and stranger support during infrastructure failures. These findings suggest that greater risk exposure may reinforce reliance on traditional, community-focused coping mechanisms, indicating the importance of studying differential resilience factors among young adults.

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