EDCC524

Educational Psychology

Unit 1: Intro to Edu Psych

Learning Outcomes:

demonstrate a well rounded knowledge of the field of educational psychology;

understand the role and value of educational psychology in education;
identify and describe goals of educational psychology;
critically reflect the values, assumptions and practices of psychology in education.

Foundations of Edu Psych:

● Origins in Philosophy
○ Educational psychology has its origins in philosophy , and like other
disciplines, it has its own structure, focal points and research interests.
○ Both education and psychology originated from the ‘mother discipline’ of
philosophy.
● Idealism and Realism
○ Idealism
■ Socrates + Plato
■ a human being is capable of producing ideas in the mind ,
independent of the environment.
■ Forerunner of cognitive psych
○ Idealism in Educational Psych
■ Principles:
● A focus on the mind is paramount,
● Academic learning might be more important than practical
learning,
● Learners have latent capacity,
● A well rounded person possesses academic learnedness
○ Realism
■ Aristotle
■ reality exists objectively and outside of the human mind and can only
be accessed through the senses.
■ Forerunner of behaviourism
● Focus on outer behaviour of a person + conditioning
○ Realism in Educational psych
■ Principles:
● Experiential learning represents true and effective learning,
● Learners could be trained to utilise their senses to the full,
● Focus should be on the real World,
● Practical, experiential learning.

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The Value of Edu Psych

● 4 reasons why educational psychology is part of teacher training programs:

○ Efficacy (the ability to produce a desired or intended result.)
○ Professionalization
○ Management
○ Habit
● Why is Educational Psychology Important for the Teacher?
○ Understand learners in their specific developmental phases better in terms of
their cognitions, emotions and behaviour
○ To identify barriers (intrinsic and extrinsic) that impede learners' learning and
development better
○ Improved assessment of the individual needs and potential of learners
○ Focus their teaching and support on the individual needs and potential of
learners
○ An improved understanding of the different social contexts where learners find
themselves, and how this impacts them (cognitive, emotional and behaviour)
○ Maximise participation of all learners in the culture and curriculum of all
schools.
○ The teacher and all those who are directly involved with the learner daily are
expected to apply the SIAS process. The teacher must assume the role of
case manager to drive the support process. The knowledge and wishes of the
parents/caretakers must carry the final weight in any decision making
process.
■ SIAS: Strategy on Screening, Identification, Assessment and Support
○ Educators must take care not to LABEL learners who are identified for
additional support thereby avoiding exclusionary practices.
○ Uncovering barriers to learning must be based on sound
observation,interviews and consultation, reflection, formative actions,
previous records and should also be grounded in the curriculum. Teachers
should also consult with School based support teams (SBST) once all
strategies have been exhausted.

Aspects of Edu Psych

● Developmental characteristics of the learner:

○ Educational psychology focuses on the study of the stages of human growth
and factors affecting growth , and the developmental characteristics of each
stage in the various areas of cognitive, physical and emotional growth.
● Learning process:
○ Educational psychology deals with the study of the psychology of learning,
nature, theories, forms, conditions, factors affecting it and factors that help to
speed learning. Good teaching requires a good understanding of how
learning takes place and the ways in which it occurs because effective
learning means effective changes in human behaviour under well directed
environmental conditions.
● Learning motivation:

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 ○ Educational psychology provides the appropriate environmental conditions
that arouse the interest of the learner in the educational situation and improve
learners 'appetite for the lesson eagerly and willingly through the method of
providing learning material and the use of teaching aids and consulting
students' thinking and others.

Goals of Edu Psych:

● To describe
○ One of the first goals of psychology is simply to describe behaviour.
○ Through describing the behaviour of humans and other animals,
○ we are better able to understand it and gain a better perspective on what is
considered normal and abnormal.
● To explain
○ Psychologists are also interested in explaining behaviour.
○ Why do people do the things they do?
○ What factors contribute to development, personality, social behaviour, and
mental health problems?
● To predict
○ to make predictions about how we think and act.
○ Once we understand more about what happens and why it happens, we can
use that information to make predictions about when, why, and how it might
happen again in the future.
● To improve well being
○ Psychology strives to change, influence, or control behaviour
○ To make constructive and lasting changes in people's lives.

● The 2 C’s:
○ A teacher needs to have a presence in order to be an inspiration and a really
good teacher.
○ A cognitive presence: Teaching Content
○ A social presence : Setting a Climate that is conducive to learner well being

Attitudes, Beliefs and

Values

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● Formed and bonded over time through the influences of family, friends, society and
life experiences.
● The formation of beliefs
○ Beliefs are the neuro-psychic product of fundamental brain processes that
attribute affective meaning to concrete objects and events, enabling individual
goal setting, decision making and mastering of the environment.
● Implications of beliefs
○ Humans tend to believe their perceptions to be true,
○ Humans develop a positive stance towards such a belief,
○ Beliefs can be updated by confirming or disproving new evidence,
○ The processes underlying believing result from brain function.

● Ethics, codes and values

○ Values
■ refer to our expectations, hopes, needs, wishes and preferences.
○ Values are a product of our social interactions.
■ These values are influenced by our social contexts and, as individuals,
we have the reflexive capacity to determine our own values.
■ The values that Educational Psychologists bring to professional
practice inform and guide the actions that they take.
● It is recognized that raising awareness of values is essential in
contemporary person-centred practice.
○ Value-based practice
■ Psychologists have a professional responsibility to
● Understand the discrimination experienced by individuals from
diverse and ethnic minority backgrounds
● Develop a productive working relationship with culturally and
linguistically diverse groups, understand the relationships that

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 exist between individuals’ perspectives and their actual
contexts, and how these interact with one another.

Practice skills

● Awareness
○ Epsych’s have an awareness of the values that are present in a professional
encounter.
○ They demonstrate care regarding the language they use in reflecting these
values.
○ Awareness of values enables EPs to attune to contexts reflecting the ethical
principle of Respect.
● Reasoning
○ Epsych’s use clear reasoning processes to explore the values present by
individuals engaging in decision making regarding a client.
○ Psychologists think about their own values when deciding and recognize their
responsibility to manage potentially competing bias that can arise.
○ They also consider the values of others and interrogate these in a clear,
balanced and logical manner, consistent with ethical reasoning.
● Knowledge
○ This skill requires EPs to know the values and facts that are pertinent to a
specific practice context.
○ They demonstrate and apply their knowledge about their values and facts that
are relevant to this context.
● Communication
○ This skill is a combination of the three previous skills. to support the
communication that occurs in a context where EPs have a role.
○ Central to this skill is the ability to resolve and navigate conflicts, sensitivities
and challenges that can arise.
○ Shared decision making is facilitated, and a consensus is required.

Behavioural Change

● Behavioural change is about altering habits and behaviours for the long term.
● Most of the research around health-related behaviours indicates that small changes
can lead to enormous improvements in people’s health and life expectancy
○ (Davis, Campbell, Hildon, Hobbs, & Michie, 2015)
● Some behaviour changes may be related to improving well-being, such as:
○ Reducing procrastination
○ Incorporating regular self-care activities
○ Going to bed earlier
○ Practising mindfulness

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EDCC524
Educational Psychology

Unit 2: Learner as a Developing Person in the SA Context

show a well-rounded knowledge of the learner as a developing person;

elaborate on the understanding on change and growth during different stages of
development;
demonstrate a well-rounded knowledge of developmental theories
elaborate on schools as a context for development

Developmental stages: (Read Louw and Louw Article)

● Prenatal stage (Conception to birth)

● Neonatal stage (Birth - 1 Month)
■ The neonatal period is the first month of life outside the womb.
■ Rapid physical and sensory development.
○ Reflexive behaviours (e.g., sucking, grasping).
● Early childhood (Age 1-6)
○ This stage is marked by rapid physical growth and significant cognitive,
language, and social development.
■ Development of motor skills (e.g., walking, running).
■ Expansion of vocabulary and early literacy skills.
■ Development of autonomy, emotional regulation, and social skills.
■ Initiation of early peer interactions.
● Middle childhood (Age 6-12)
○ Middle childhood is characterised by more refined physical abilities and
cognitive advances, especially in learning and reasoning.
■ Continued development of motor skills, coordination, and strength.
■ Cognitive advances in logical thinking (concrete operations stage in
Piaget’s theory).
■ Increased focus on peer relationships, school, and learning.
■ Development of self-concept and a sense of competence.
● Adolescence (Age 12-18)
○ Adolescence is a transition period from childhood to adulthood, marked by
puberty, cognitive maturity, and identity formation.
■ Puberty leads to sexual maturation and major physical changes.
■ Cognitive development includes abstract thinking, problem-solving,
and moral reasoning.
■ Search for identity and independence from parents.
■ Peer influence increases, and social relationships become more
complex.

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Domains of development:

○ Physical
■ This refers to changes in the body, brain, and motor skills.
■ Key Features:
● Growth in height, weight, and motor coordination.
● Development of the brain and nervous system.
● Changes in sensory abilities, such as vision and hearing.
● Puberty during adolescence brings significant physical changes.
○ Cognitive
■ This refers to the development of mental processes such as thinking,
memory, problem-solving, and language.
■ Key Features:
● In early childhood, children develop symbolic thought, language
acquisition, and basic reasoning skills.
● In middle childhood, logical thinking, memory, and understanding of
cause-effect relationships improve.
● Adolescents develop the ability to think abstractly, reason
hypothetically, and engage in metacognition (thinking about thinking).
○ Personality
■ This domain focuses on the formation of individual traits, emotions, and
self-concept.
■ Key Features:
● Development of temperament and early emotional patterns in infancy.
● Growth of self-esteem, autonomy, and emotional regulation in
childhood.
● In adolescence, the search for identity becomes central, often
resulting in exploration and experimentation with different roles and
behaviours.
○ Social
■ Social development involves the ability to form relationships, interact with
others, and navigate social norms.
■ Key Features:
● Early childhood is marked by the development of attachment to
caregivers and social play with peers.
● In middle childhood, friendships become more stable, and children
learn to cooperate and follow social rules.
● Adolescents focus on peer relationships, social roles, and developing
a sense of belonging within a social group.

● Contentious issues in child development:

● Nature vs. Nurture
● Continuity vs. Discontinuity
● Passive vs. Active Involvement
● Universality vs. Cultural Context

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Developmental Theories:

The Psycho-dynamic Perspective (Freud)

● A theory of human development that originated with Sigmund Freud.

○ It emphasises the influence of the unconscious mind, early childhood
experiences, and interpersonal relationships on behaviour and development.
● Key components of this perspective:
○ Unconscious Mind:
■ The psycho-dynamic theory posits that much of human behaviour is
driven by unconscious desires, fears, and memories.
■ Freud divided the mind into three parts: the id (instinctual desires), the
ego (reality and logic), and the superego (moral standards). These
components are in constant conflict, influencing behaviour and
decision-making.
○ Ego Defense Mechanisms:
■ To manage the conflicts between the id, ego, and superego,
individuals use defence mechanisms such as:
● Repression: Pushing unpleasant thoughts into the
unconscious.
● Denial: Refusing to acknowledge reality.
● Projection: Attributing one's own undesirable feelings to others.
● Sublimation: Redirecting negative impulses into positive
actions.

The Psycho-social Perspective (Erikson)

● Erik Erikson’s Psychosocial Development:

○ Erikson, influenced by Freud,
expanded the idea of stages by
emphasising social and emotional
development across the lifespan
○ Psycho-dynamic theorists stress
that unresolved conflicts or

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 traumatic experiences during early childhood can have lasting effects on
personality development and mental health.
● Eight stages of development:
○ Basic trust vs. Mistrust
○ Autonomy vs shame and doubt
○ Initiative vs guilt
○ Industry vs inferiority
○ Identity vs identity confusion (adolescence)
○ Intimacy vs isolation
○ Generativity vs stagnation
○ Integrity vs despair

Bio-Ecological Systems Theory (Bronfenbrenner)

● Theoretical approach
○ Bronfenbrenner’s Ecological Theory, also known as the Ecological Systems
Theory, explains human development as the result of interactions between
individuals and their environment, which is made up of several interconnected
layers or systems. The theory emphasises that a child's development is
shaped not just by their immediate surroundings but by broader societal and
cultural influences.

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 ○ Bronfenbrenner’s bioecological systems theory explains how different levels
of systems interact in the process of development in social context.
● Ecological concepts
○ Interdependence and relationships between different organisms and their
physical environment
○ These relationships are seen as a whole
■ Every part is as important as another is sustaining the cycles of birth
and death or regeneration and decay, which together ensure the
survival of the whole system
● Spider web: any part of the web that is affected, will affect the
rest of the web

● Breaking down Systems theory

○ Systems theory in an ecological system
■ Seen as different levels and groupings of the social context as
systems ’ where the functioning of the whole is dependent on the
interaction between all parts.
● A school, for example, is a system with different parts,
consisting of the teachers, the administrative staff, the
learners, etc.
■ To understand the system as a whole, we must examine the
relationship
■ between its different parts.
■ The dynamic interdependence between its parts forms the system as
a whole so whatever happens in one part will affect all other parts of
the system .
○ Subsystems
■ Systems have subsystems within them, which interact with the entire
system.
■ The system itself also interacts with other parallel or wider systems
outside it.
■ An important principle of thinking in terms of systems is that cause
and effect relationships are not seen as taking place in one direction
only.
■ Schools are influenced by economical, political & social developments
& change in society.
■ Teachers in schools are influenced by society, local community, values
in the society, beliefs, priorities all influence the school.

● Socio-ecological model
○ The model is rooted in the human rights paradigm that stresses equal
opportunities, self reliance, and independence for all.
■ Two perspectives informed this model: the social and ecosystemic
perspectives.
○ Social Perspective:
■ The social model developed three decades ago when organisations
with empathy for people with disabilities started to view disability as a
human rights issue.

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 ■ This model proclaims that society is in general unaccommodating or
inflexible towards people with disabilities and therefore asserts that
within a society people with disabilities need to be accommodated.
● Consequently, society needs to change and not the person
with the disability in society.
○ Ecosystemic Perspective
■ Views a person as interconnected with his/her multi-layered social
context
● Influenced by Person-In-Environment concept
○ Mary Richard (1917)
○ The imbalance between the two and stressed that
rethinking is needed about the person in the
environment.
○ This view has given rise to the eco systemic
perspective, which attempts to understand the person
within his/her context.
■ No person can be understood apart from his/her social context in
which they are embedded.
■ Definition of a social context or society
● consists of a wide range of diversities that include people,
levels in society, socio economic conditions, ways of life,
cultures, religious beliefs, practices, and values all “linked in
dynamic, interdependent, interacting relationships”
■ Social context guides one to see, to connect, to eliminate, and to form
habits of thoughts of reality.
● In this diverse society an enormous network of relationships
develops which compares to a web of life.

● Systems theory and socio-ecological theory in the context of SA

○ Traditional conventions of schools & classrooms are becoming outdated as
the educational, social & political needs of society continually change
■ At the same time, societies become more diverse, multicultural
● resulting in classrooms consisting of learners from diverse
ethical, linguistic, cultural & socio economically backgrounds
and with diverse abilities.
■ Schools need to support the democratic concepts of equal
opportunities for all learners by ensuring access for all learners
including those who experience barriers to learning.
■ It is essential that the systems in a school society need to interact in
order to provide a secure school environment where learning can take
place.
○ Movement to inclusive education
■ Inclusive education focuses on transforming school cultures and
pedagogy in order to enhance the understanding and acceptance
of learners coming from different social societies and systems.
■ After the movement to inclusive education a paradigm shift was
needed to change the focus from the medical model to the
normalisation principle.

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 ■ Mainstreaming and Integration
● Normalisation can be related to the terms mainstreaming and
integration, and refers to the idea that all learners with
disabilities can enjoy normal everyday life in a normal
mainstream school.
● Inclusive education approach
○ With an inclusive education approach, the
normalisation principle is linked to the socio
ecological model.
■ Critique against models of mainstreaming + integration:
● they still focused on the learner who is experiencing barriers,
to fit into the mainstream setting .
■ Paradigm or worldview
● Paradigm or worldview = pattern of basic beliefs &
assumptions about the nature of the world & how it works.
● Paradigm can enable (new theories) or restrict (when still
applied in the light of new theories).
■ Socio-ecological model became the foundation on which SA edu
policies were built
● Focusing on development, implementation of inclusive
education.

Bronfenbrenner continued… read slides about ‘teachers living the mode’

● Theory is useful in unpacking SA edu system

○ Can be useful in understanding the interaction between the classroom, the
school, and family by viewing it as a system and in interaction with the social
context parallel with the process of child development.

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● 4 interacting dimensions within different systems that affect child development
○ Person Factors
■ include behavioural dispositions, e.g. impulsiveness, hyperactivity or
passivity, distractibility, aggression, feelings of insecurity, shyness,
genetic defects, low birth weight, brain damage, etc.
○ Proximal Process Factors
■ refer to patterns of interaction within a system. A person as well as
social factors can affect it, e.g. an interaction happening between a
parent & teacher will have rippling's through to the school and
community.
○ Contexts
■ Factors such as families,schools, classrooms and communities.
○ Time
■ Changes happening over time due to progress in the individual as well
as changes in the environment, e.g. moving from apartheid to
democracy.

● 4 Environmental systems in which child development happens (Interactive

Systems) [notes added to with additional info]
○ Microsystem (Immediate Environment)
■ Microsystems are systems, such as a family, the school, a group of
friends where children are closely involved in continuous face to face
interactions, involving patterns of daily activities, roles, and
relationships.
■ The closest and most direct environment in which the individual
interacts, such as family, school, peers, and neighbourhood.
■ Influence: Direct interactions with parents, teachers, and friends have
a significant impact on the child’s development.
■ Example: A positive parent-child relationship fosters emotional
security, while a stressful school environment may cause anxiety.
○ Mesosystem (Interconnections)
■ Mesosystems comprise a system of microsystems where continuous
interactions take place.
● Child's circle of friends vs parents attitude towards them.
● Daughter in law vs in laws
● Parents attitude towards school
■ The connections and relationships between the various components
of the microsystem.
■ Influence: Interactions between home and school, or between parents
and peers, can reinforce or challenge a child's development.
■ Example: If parents communicate well with teachers, it can support
the child’s academic performance.
○ Exosystem (Indirect Environment)
■ Exosystems are systems in which a child is not directly involved, but
people who are involved in the ecosystem may have an influence on
the child in his/her microsystems.

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 ● For example, what happens to a parent at work may influence
the child's family and ultimately may have an effect on the
child's development.
■ External environments that indirectly affect the child, even though they
are not directly involved.
■ Influence: These are environments or institutions that influence the
microsystem but do not involve the child directly.
■ Example: A parent’s workplace, community health services, or local
government policies might affect the child by shaping the family’s
financial stability or time spent with the child.
○ Macrosystem (Cultural Context)
■ Macrosystems involve dominant social structures, as well as beliefs
and values that influence or may be influenced by different systems. A
cultural value of respect for people in the community may influence
interactions in the child's microsystems, which would run through the
whole mesosystem where the child is involved.
■ The broader cultural values, laws, customs, and resources that
influence the other systems.
■ Influence: Cultural norms, economic conditions, and social policies
shape all the environments in which the child develops.
■ Example: A culture that prioritises education and child welfare
provides a supportive context for learning and development.
● Chronosystem (Time)
○ Description: The dimension of time, which includes the timing of life events
and changes over the course of development, as well as historical changes in
society.
○ Influence: Major life transitions (e.g., parental divorce) and societal changes
(e.g., technology advancements) affect the child’s development over time.
○ Example: A child growing up during the digital age experiences different
developmental influences compared to one growing up before the internet
era.

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Inclusive Education

● Bronfenbrenner’s influence on inclusive education

● Understanding how a child functions
○ To be able to understand the whole in which a child functions , it is
essential to focus on the different parts of the system that influence
the child.
○ This implies that when a system such as a group of friends, family or
school experience difficulties, the cause or the solution is not situated
in one single system, but is interdependent of all the systems involved.
● the following could be regarded as environmental factors that
contribute to barriers to learning:
○ The education system, lack of appropriate communication,
○ society, diverse ethnic and language groups,the economy facilities,
politics,parental involvement lack of access to basic services, poverty,
underdevelopment of children, inflexibility of the curriculum,
● Asset based approach
○ Every person has assets
○ It is about utilising available
resources in the environment in
perhaps new ways, valuing &
sustaining that which is familiar, &
giving that which appears foreign a
fair chance.
○ It is about recognizing & appreciating all people surrounding one for
what they know & can do & approaching them with trust when there is
a need for participation, advice, or assistance.
○ Personal strengths = intrinsic qualities a person musters in addressing
a challenge head on or when taking an alternative route to reach the
goal.
○ People can fail to tap into their reserves (during childhood) because
they are not aware of their assets.
■ Someone must activate their assets!!!
● 3 Types of Personal Strengths
○ Positive Disposition
■ interest, initiative, motivation , engagement, rapport, sustained
attention etc.
○ Ecological Resources
■ which person brings to a task = cognitive PLUS linguistic
nature & reflect their level of development, representing all that
they have so far learned & experience including their
underpinning abilities & skills that can support them in their
development.
○ Demand characteristics
■ a person's personality/temperament type positive person /
negative (half empty glass/half full glass).

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 ● Ways schools can support the whole child (Read articles on slides.)
○ The Whole Child approach makes the learner the focal point.
○ Communities, educators, and key-decision makers work together to ensure
the implementation of policies that would result in successful learners who are
knowledgeable, emotionally and physically healthy, civically active, artistically
engaged, prepared for economic self-sufficiency, and ready for adulthood.

Educational Barriers to Learning

● Educational Barriers to Learning refer to obstacles

that hinder a learner's ability to achieve their full
academic potential. These barriers can be broadly
divided into intrinsic factors (internal to the learner)
and extrinsic factors (external influences such as
environment, resources, or societal issues).
○ Intrinsic Factors
■ Internal to a learner
■ Intrinsic factors are challenges that
come from within the learner, including personal characteristics,
psychological issues, and physical conditions.
○ Extrinsic Factors
■ External influences
■ Extrinsic factors are barriers that come from outside the learner,
including family background, school environment, societal issues, and
resources.

● Intrinsic Factors:
○ Cognitive Barriers:
■ Learning Disabilities: Conditions such as dyslexia (difficulty reading),
dyscalculia (difficulty with maths), and dysgraphia (difficulty writing)
affect specific cognitive abilities.
■ Intellectual Disabilities: Students with below-average intellectual
functioning may struggle to understand or process information at the
same rate as their peers.

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 ■ Attention Deficit Disorders (ADD/ADHD): These conditions affect
focus, concentration, and impulse control, making it difficult for
learners to stay engaged in lessons.
○ Emotional and Psychological Barriers:
■ Anxiety and Depression: Emotional distress can impact concentration,
motivation, and participation in class activities. Social anxiety may
make it difficult for students to interact with peers or teachers.
■ Low Self-Esteem: Learners who have low confidence in their abilities
may avoid challenges or give up easily, hindering their academic
progress.
■ Trauma: Experiences of abuse, neglect, or other forms of trauma can
significantly impact emotional regulation, focus, and overall learning
capacity.
○ Physical and Sensory Barriers:
■ Visual Impairments: Difficulty seeing can hinder a learner’s ability to
read from the board, books, or other visual materials.
■ Hearing Impairments: Students with hearing difficulties may struggle to
follow verbal instructions or participate in discussions.
■ Chronic Illnesses or Disabilities: Health issues such as epilepsy,
asthma, or cerebral palsy can disrupt learning, either due to the
condition itself or frequent absences from school.
○ Motivational Barriers:
■ Lack of Interest: Some students may be disengaged from learning due
to a lack of connection to the material or perceived relevance to their
lives.
■ Cultural or Language Barriers: Learners from different cultural
backgrounds or those who speak a different home language may feel
disconnected or misunderstood, leading to reduced motivation.

● Extrinsic Factors
○ Socioeconomic Barriers:
■ Poverty: Students from low-income families may struggle to access
basic resources like books, school supplies, or even nutritious food.
They may also face challenges related to housing instability, hunger,
or lack of transport to school.
■ Parental Education: Learners whose parents have limited education
may not receive adequate academic support at home, impacting their
overall performance.
■ Work Responsibilities: In some cases, students may need to work to
support their families, reducing the time and energy they can devote to
their studies.
○ Environmental Barriers:
○ Overcrowded Classrooms: Large class sizes make it difficult for teachers to
provide individualised attention to students, and some students may "slip
through the cracks."
○ Lack of Learning Resources: Schools without access to updated textbooks,
technology, or even basic learning materials like desks or chairs can severely
hinder the learning process.

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○ School Infrastructure: Poorly maintained or unsafe school buildings,
inadequate lighting, and poor ventilation can negatively impact student
learning.
○ Cultural and Social Barriers:
■ Language Differences: Learners from non-native language
backgrounds might struggle with the language of instruction, affecting
comprehension and participation.
■ Cultural Expectations: Gender roles or societal expectations in certain
cultures may limit opportunities for particular groups of students. For
example, girls may face pressure to prioritise household chores over
schooling in some communities.
■ Bullying and Peer Pressure: Negative social interactions, bullying, and
peer pressure can create an unsafe or unsupportive learning
environment, leading to absenteeism and disengagement.
○ Teacher and Instructional Barriers:
■ Inexperienced or Unqualified Teachers: Teachers who lack adequate
training or experience may struggle to manage classrooms effectively
or adapt their teaching strategies to meet diverse learners' needs.
■ Inappropriate Teaching Methods: Rigid, one-size-fits-all teaching
approaches may not engage all learners, particularly those who
require different learning styles or more individualised support.
■ Low Expectations: Teachers with low expectations for certain groups
of students (due to biases or stereotypes) may not provide them with
the support and encouragement they need to succeed.
○ Family and Home Environment:
■ Lack of Parental Involvement: Students whose parents are not actively
involved in their education may lack guidance and motivation,
especially if parents do not emphasise the importance of learning.
■ Dysfunctional Family Dynamics: Issues like family conflict, divorce, or
substance abuse at home can cause emotional stress, which affects a
child's ability to concentrate and learn.
■ Unstable Home Life: Children who frequently move between homes or
experience homelessness often find it difficult to focus on their
education, as they are constantly adapting to new environments.

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Addressing Barriers to Learning

● Differentiated Instruction:
○ Adjusting teaching methods to cater to the diverse learning needs of students,
such as using visual, auditory, and kinesthetic learning activities.
● Support Services:
○ Offering counselling, special education services, or health interventions to
address intrinsic challenges like emotional and psychological barriers.
● Parental Engagement:
○ Encouraging more involvement from parents or guardians to help bridge the
gap between school and home.
● Resource Allocation:
○ Ensuring that schools, especially those in disadvantaged communities, have
the necessary resources and infrastructure to support learning.
● Inclusive Education:
○ Creating a learning environment that values diversity, supports learners with
special needs, and ensures that cultural and language differences are
respected and accommodated.

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EDCC524
Educational Psychology

Unit 3: Inclusive Education

demonstrate a well-rounded knowledge of inclusive education;

show a well-rounded knowledge of White Paper 6;
show an understanding of the different aspects related to SIAS process.
understand your role as a teacher in an inclusive education system;
critically evaluate inclusive practices / programmes

Inclusive education

● Definition:
○ is the development of an inclusive community and inclusive education
systems and the fact that it is about including everyone, regardless of ability,
gender, language or disability, so that all learners can belong to a school and
have access to the educational outcomes that schools offer
■ (Swart and Pettipher, 2005)
○ Inclusive education is a continuing process
of breaking down barriers to learning, and
of promoting participation for all children
and young people
■ (Rustemier,2002)
○ Inclusive education is an ongoing process
with an objective to offer quality education
for all while respecting diversity and the
different needs and abilities, characteristics
and learning expectations of the students
and communities; eliminating all forms of
discrimination.
■ UNESCO (2009:126)

Concept of Inclusive Education

● Definition:
○ The practice goes far beyond the physical placement of learners with
disabilities in general classrooms: it requires schools to meet the needs of all
learners within common, but fluid, environments and activities
■ (Skrtis, Sailor & Gee, 1996, Mitchell 2010)
● Concepts of Inclusive Edu:
○ The learner remains the most important focal point at all times.
■ Therefore, the interests of the learner must always be put first.

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 ○ Planning should always focus on the child's strengths and should be reviewed
regularly.
○ Parents and the school must work together in a team. Parents should always
be consulted regarding decisions regarding the child's support needs.
○ The SIAS policy must be implemented in all South African schools.
○ Early identification of barriers to learning and early intervention will improve
the learning outcomes.

Laws and legislation

● Legislation is important as it provides the framework within which the teacher MUST
function.
● International Legislation
○ 1960- Convention against Discrimination in Education
○ 1965 – International Convention on the Elimination of all forms of Racial
discrimination
○ 1979 - United Nations Convention on the Elimination of all forms of
discrimination against Women
○ 1989 - United Nations Convention on the Rights of the Child
○ 1994 – The United Nations Educational, Scientific and Cultural Organization -
Salamanca Statement – called upon nations to approve the philosophy of
inclusive schools by implementing practical and strategic changes to
accommodate all children
● Salamanca Statement
○ In June 1994 representatives of 92 governments and 25 international
organisations formed the World Conference on Special Needs Education,
held in Salamanca, Spain. They agreed on a dynamic new Statement on the
education of all disabled children, which called for inclusion to be the norm. In
addition, the Conference adopted a new Framework for Action, the guiding
principle of which is that ordinary schools should accommodate all children,
regardless of their physical, intellectual, social, emotional, linguistic, or other
conditions.
● South African Legislation
○ Inclusive education within the South African context is therefore framed within
a human rights (children's rights) approach and Based on the Constitution
○ 1996 – Constitution
○ 1996 – South African Schools Act
○ 1997 –Integrated National Disability Strategy
○ 2001 - Educations White Paper 6; Special Needs Education
○ 2013 – White Paper for post- school education

Human Rights that focus on inclusive education

● Focus on all children

○ Education is an important element of human development and should be
accessible to all learners.
○ Education should facilitate all learners’ active participation and success
● Children's entitlement to education

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 ○ Education must be afforded to children on a nondiscriminatory basis.
○ Children are entitled to enjoy education, protection of their right to education
(development of legislation and policies) to enforce this right to reach all
children.
○ To look at the right to education for people with disabilities,women and the
poorest of the poor – Education should reach all of these groups
● Participation in the education system
○ The right to participate on various levels in the education system.
○ Throughout the system, learners should receive support that is free of
discrimination
● Provision of quality education
○ Quality refers to the responsiveness of education to the needs of the
individual learner, community and the world.
○ It includes child centred approach, that encompass knowledge, skills and
attitudes that are linked to national goals for education; and positive
participation in society and environments that are healthy, safe, protective and
gender-sensitive, and provided adequate resources and facilities for all
children
■ (UNICEF 2000)

White Paper 6

● Rationale:
○ Zero rejection of learners based on their disability
○ To increase academic and social development through individualised support
measures
○ To put in place measures for reasonable accommodation
● Dep. of Edu. White Paper 6 - 2001
○ Are about acknowledging that all children and youth can learn and that all
children and youth need support.
○ Are accepting and respecting the fact that all learners are different in some
way and have different learning needs which are equally valued and an
ordinary part of our human experience.
○ Are about enabling education structures, systems and learning methodologies
to meet the needs of all learners.
○ Acknowledge and respect differences in learners, whether due to age,
gender, ethnicity, language, class,disability or HIV status.
○ Are about changing attitudes, behaviour, teaching methodologies, curricula
and the environment to meet the needs of all learners.
○ Are about maximising the participation of all learners in the culture and the
curricula of educational institutions and uncovering and minimising barriers to
learning.
○ Are about empowering learners by developing their individual strengths and
enabling them to participate critically in the process of learning.
○ Are broader than formal schooling and acknowledge that learning also occurs
in the home and community, and within formal and informal modes and
structures.

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SA Dep. of Edu. policy on Inclusive Edu.

● Specific Needs > Not special needs

● Two major approaches to address barriers to learning:
○ Prevention
○ Support
● What is prevention?
○ Early intervention suggests that schools should try to find students "at risk" as
early as possible.”
○ “Late identification among students creates significant learning difficulties and
a fall in motivation and self-esteem development, and difficulties in learning
can continue in adulthood.”
● What is support?
○ It is every learner's right to receive academic, social and emotional support.
○ There are a number of factors that can determine the type of support.
■ These factors are set out in the SIAS document as the need for:
● Specialist support e.g. Occupational therapy, speech therapy,
physiotherapy etc.
● Assistive devices or specialised equipment e.g. Braille writers,
voice-to-text writers etc.
● Curriculum differentiation.
● Accessibility for wheelchairs e.g. driveways.
● Staff training and orientation.
■ The above factors will determine whether a learner needs a low,
moderate or high level of support and the support services must be
planned and provided accordingly.

SIAS
● A policy
○ that provides standardised
procedures for supporting learners
to ensure that ALL children may
access quality education and
achieve to the best of their ability
● Aimed at
○ increasing opportunities for learners
who experience barriers to learning to attend their local neighbourhood
schools in inclusive learning environments

Important SIAS definitions

● School Based Support Teams (SBST’s)

○ Teams established by schools in general, further and higher education, as a
school-based support mechanism whose primary function is to put in place
co-ordinated school, learner and teacher/lecturer support services
● District-based Support Teams (DBST)
○ Groups of departmental professionals whose responsibility is to promote
inclusive education through training, curriculum delivery, distribution of

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 resources, identifying, assessing and addressing barriers to learning,
leadership and general management
● Full-service Schools
○ Ordinary schools that are specially resourced and orientated to address a full
range of barriers to learning in an inclusive education setting
○ [A Full Service School] is a school with good leadership that sees itself as a
beacon of the transformation process in education by developing cultures,
policies and practices that celebrate diversity, respect difference and value
innovation and problem-solving.
■ Guidelines for Full Service Schools, DBE, 2010
● Special Schools
○ Schools equipped to deliver a specialised education programme to learners
requiring access to high intensive educational and other support either on a
full-time or a part-time basis.
● Special Schools Resource Centres
○ Special schools transformed to accommodate learners who need access to
high intensity educational support programmes and services, as well as
providing a range of support services to ordinary and full service schools
● Individual Support Action Plan
○ A plan designed for learners who need additional support or expanded
opportunities, developed by teachers in consultation with the parents and the
School Based Support Team
● Barriers to learning
○ Refer to difficulties that arise within the education system as a whole, the
learning site and/or within the learner him/herself which prevent access to
learning and development for learners
● Support Needs Assessment Form (SNA)
○ Process of determining the additional support provision that is needed.
○ The process is guided by the various sections of the SNA form
○ SNA 1
■ Assessment and intervention by teacher
■ The teacher captures the following information in the Support Needs
Assessment form 1 (SNA1) in collaboration with the parent/caregiver:
● The areas of concern: The teacher verifies his/her findings by
discussing them with the parent/caregiver and also determines
whether there has been any earlier intervention; An inventory
of the strengths and needs of the learner across a broad
spectrum of areas is put together
● On the basis of the information gathered, an action plan is
formulated to support the learner and a review date is set.
Such plans should be reviewed at least once a term
● When the support given by the teacher proves to be ineffective
he/she will involve the SBST by making an appointment and
presenting the needs of the learner to the team for discussion
○ SNA 2
■ Assessment and intervention by SBST
○ SNA 3
■ Assessment and intervention by DBST

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SIAS Process

● Stages:
○ Stage 1
■ Learner profile
■ (SNA-Diagnostic profile, section 1, other reports)
○ Stage 2
■ Identify barriers to learning and development
■ (SNA - section 2)
○ Stage 3
■ Assessment of support requirements
■ (Determine the level and nature of support needed) (SNA-section 3)
○ Stage 4
■ Action plan, provision, and monitoring of additional support
■ (SNA – section 4)

● The main purpose of the SIAS process is to:

○ Plan how to bring support to the learner rather than take the learner to the
support
○ Provide indicators and guidance for support programmes
○ Areas in the Learner Profile marked with an asterisk, will indicate when the
SNA 1 (Support Needs Assessment) should be started.

The role of a teacher

● Asset-based approach
○ What we consider the challenges as well as the strengths of learners so
support them
○ We also take note of the ecosystemic systems impacting the learner who
need to be supported
● The teacher’s role in an inclusive assessment is crucial.
○ What is really required is a conceptual understanding of inclusion and the
diverse needs of learners
■ Including those with disabilities
● Learning programmes and materials and assessment procedures
○ Must be made accessible to all learners
○ Must accommodate the diversity of learning needs in order to facilitate
learners’ achievement to the fullest
● Maximising the participation of all learners
○ in the culture and the curriculum of all schools, and uncovering and
minimising barriers to learning, are central objectives of screening,
identification and assessment (SNA)
○ Teachers must take care not to label learners who are identified for additional
support, thereby promoting exclusionary practices.
● Expected to apply SIAS Process
○ The teacher and all who are directly involved with the learner on a daily basis
are expected to apply the SIAS process.

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 ○ The teacher must assume the role of case manager to drive the support
process.
○ Information gained from other external assessments should serve only to
enhance the understanding of the interventions needed and should not be
central in decision making around support.
○ The knowledge and wishes of the parents/caregivers must carry the ultimate
weight in any decision making process
● The uncovering of barriers to learning must be based on
○ sound observation, interviews and consultation, reflection, formative actions,
previous records and should also be grounded in the curriculum
● Multi-dimensional roles of the teacher (Donald p. 162-164))
○ Mediator of learning
○ Assessor of learning
○ Interpreter and designer of learning programs and materials
○ Specialist
○ Leader, administrator and manager
○ Community, citizenship and pastoral role
○ Scholar, researcher and lifelong learner

Central teaching and learning principles in an inclusive classroom

● What that looks like:

○ Active engagement
○ Connecting
○ Facilitating interaction
○ Flexibility
○ Teaching and learning materials
● Different levels of Knowledge
○ How can we manage classrooms
where learners are working at
different levels of Knowledge?
○ According to the Department of
Education (2011:13) the key to
differentiated teaching methods is
the flexible use by teachers.
● Key differentiated teaching methods:
○ Learning materials
○ Methods of presentation
○ Learning activities
○ Lesson organisation
● Differentiated Curriculum Content: Make modifications
○ Size: number of items that learners are expected to learn
○ Time: extend the time that learners have to complete a task
○ Input: teacher can adapt teaching by using a variety of aids
○ Outputs: projects, task can be adapted to help learners to reach outcomes
according to their abilities
○ Level of support: individual support/ group support/ peer support
○ Difficulty: adjusting the difficulty level

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28
EDCC524
Educational Psychology

Unit 4: Mental Health and Wellbeing within the school context

Depression and anxiety among the SA Youth

How to identify / screen for signs of depression and anxiety in learners
Tools to equip the teacher to better deal with these mental health challenges in the
classroom.
Child Abuse: Guidelines for the teacher and the formal process to follow.
Bullying & Cyber Cyber-Bullying

Factors that hamper Teaching and Learning

● Physical and psychosocial environment within which teaching/learning occurs

○ Refers to the physicals structures like buildings as well as management styles
● Conditions related to the learners home environment
○ Including issues such as family dynamics and cultural support or hamper the
process
● Community and social dynamics
○ Either support or hamper the process

Understanding Mental Health and Wellbeing

● Definition of health includes (Not merely the absence of disease or infirmity)

○ Physical wellbeing
○ Mental wellbeing
○ Social wellbeing
○ Environmental well being
○ Spiritual well being
● Approaching mental health a wellbeing
○ An integrated approach to health care that treats the ‘whole’ person, not
simply symptoms and disease
● Definition of wellbeing
○ Well-being is the experience of health and happiness
○ It includes
■ mental and physical health
■ emotional safety
■ A feeling of belonging
■ A sense of purpose, achievement and success
● Wellbeing in schools
○ Wellbeing is important at school because

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 ■ Schools have an essential role to play in supporting learners to make
healthy lifestyle choices and understand the effects of their choices on
their health and well-being .
■ The social and emotional skills, knowledge, and behaviours that
young people learn in the classroom help them build resilience
■ Sets the pattern for managing their physical and mental health
throughout their lives .
■ Childhood and adolescence are critical periods in the development of
long long-term attitudes toward personal well-being and lifestyle
choices.
○ Strategies for Wellbeing
■ Equity and inclusive education
■ Safe and accepting schools
■ Healthy schools
■ Positive mental health
○ Addressing all factors putting learners at risk
■ Develop school policies which support wellbeing
■ Provide access to education support services
■ Creating safe and supportive teaching and learning environment
■ Strengthen community action and participation
■ Promote skills through health and life-skills education

The 3 Models of Health

These models represent three different ways of looking at health

Biomedical Model Behavioural Model Socio-Environmental Model

● Views health as the absence ● Views health as the product ● views health as the product
of diseases or disorders. of making healthy lifestyle of social, economic and
● Focus on the physical or choices. environmental determinants
biological aspects of that provide incentives and
disease. barriers to the health of
● Is associated with diagnosis, individuals and
cure and treatment of communities.
disease.

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The State of Mental Health in SA

● According to the second Annual Mental State of the World Report 2021 from Sapien
Labs, published in March 2022, South Africa ranks as one of the worst countries
regarding mental health.
● Quantifying a mental health quotient (MHQ), the report summarises the outcome of
research that examines global trends across five different functional dimensions of
mental well well-being:
○ Mood & Outlook,
○ Social Self,
○ Drive & Motivation,
○ Mind -Body Connection,
○ and Cognition.
● Functional Dimensions of Mental Well-being
○ Vocational
○ Emotional
○ Intellectual
○ Physical
○ Social
○ Spiritual
● Contributing factors to mental health issues in SA
○ The impact of the socio-economic landscape (Poverty)
■ More than 26 million South Africans receive social assistance every
month from the state
■ Some 9 million are unemployed and receive the Special Social Relief
of Distress Grant every month.
○ Substance abuse
■ Average age for drug dependency in SA: 12 years
■ 50% of SA Teens drinking Alcohol
■ Popular drug used by adolescents: Crystal Meth
○ Bullying
■ Physical and emotional abuse
● 35% of children experience emotional abuse by
○ Primary caregivers, relatives and teachers
● 50% of adolescents experience corporal punishment in
schools
○ Bullying in the school context
■ Bullying at school represents a major challenge in different school
cultural contexts.
■ As a result, victims of bullying experience negative consequences that
influence their daily lives and personal well being.
■ School climate is important to consider in the prevention of bullying
and its consequences
■ Types of bullying experienced by learners
● People calling you names
● Making things up to get you into trouble
● Hitting, pinching, biting, pushing and shoving
● Taking things away from you

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 ● Damaging your belongings
● Stealing your money
● Taking your friends away from you
● Spreading rumours
● Threats and intimidation
● Cyberbullying

Mental Health in SA School Context

● Importance of Mental health awareness in schools

○ Mental health is a vital aspect of overall well well-being, and its significance
cannot be overlooked, especially in the context of schools.
○ In South Africa, where the youth face numerous challenges, it is essential to
prioritise mental health support within educational institutions.
● Mental health is multifaceted.
○ It enables people to cope with the stresses of life, realise their abilities, learn
well and work well, and contribute to their community.
○ When people face social and economic adversity, their risk of developing
mental illness increases if they don’t have support that could protect them.
● Limited data on mental health
○ Data on the exact burden of child and adolescent mental disorders in South
Africa is limited.
○ But many children are failing to thrive, due to widespread violence,
discrimination, and

Child and adolescent mental health policy in SA:

Additional Notes:

Key Policies:
● National Mental Health Policy Framework (2013-2020): Focuses on integrating mental health into
primary healthcare and providing community-based support.
● White Paper on the Rights of Persons with Disabilities (2015): Ensures access to services and
support for children with mental health challenges.
Common Mental Health Issues:
● Prevalence: 1 in 5 children and adolescents face mental health disorders, with issues like anxiety,
depression, behavioural disorders, and PTSD being common.
● Contributing Factors: Poverty, violence, HIV/AIDS, substance abuse, and bullying exacerbate mental
health challenges.
Barriers to Care:
● Access: Limited mental health services and professionals, especially in rural areas.
● Stigma: Societal stigma prevents many from seeking help.
● Lack of Training: Healthcare professionals and teachers often lack specialised training in child and
adolescent mental health.
School-Based Programs:
● School Health Policy: Aims to integrate mental health screenings and support into schools.
● Life Skills Curriculum: Promotes mental health awareness and coping strategies for students.
Community Involvement:
● Community-Based Support: Emphasises the role of NGOs and local organisations in providing
mental health services.

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 ● Family Engagement: Involves parents and caregivers in understanding and supporting children's
mental health needs.
Strategic Goals:
● Early Detection: Focus on early identification of mental health issues in schools and healthcare
settings.
● Resource Expansion: Increase funding and improve distribution of mental health professionals.
● Awareness Campaigns: Reduce stigma and promote mental health awareness in schools and
communities.
Challenges:
● Underfunding: Limited resources for mental health services.
● Inequality: Urban-rural disparities in access to care.
● Cultural Stigma: Persistent stigma around mental health.

Schools as points of contact

● South Africa is one of the most “unequal” societies in the world, with children and
adolescents facing different threats to their futures.
○ But one thing they have in common is that most are enrolled within the
country’s education system.
○ Schools and educational institutions are therefore precious resources for
mental health.
○ Children and adolescents' well-being is deeply rooted in the environments
they live and function in.

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 ● School Climate affecting mental health
○ Definition of School climate
■ A multidimensional construct that can be described as the prevailing
atmosphere in an academic institution that sets the norms, values,
rules, and structures of a school
■ Human development occurs at multiple levels and has a reciprocal
influence especially from the school context during adolescence.
■ Within the school context, there are different dimensions relevant to
adolescent well well-being development
● such as peer relationships and school climate
● School-Based Interventions
○ Schools have many advantages as centres of care.
■ They have existing infrastructure.
■ They are generally well well-linked to their communities and local and
provincial governments that govern how they work.
■ They tend to be a contact point between teachers, learners, parents
and caregivers, and other community organisations and services.
■ They are staffed by people trained in child and adolescent learning
and development.
■ They also offer formal opportunities for ongoing professional
development.
○ The importance of schools connecting with learners
■ A learner who feels connected to their school – who feels accepted,
respected, and included in the school – is more likely to experience a
sense of belonging and positive self self-esteem.
■ They are likely to be able to regulate their emotions and have the
motivation to achieve.

Priority areas / opportunities to improve mental health

● Focus on transitional periods

○ Moving to a new learning environment can be stressful in various ways.
● Address racism, sexism, and discrimination
○ examples of programs include Teaching for All, which has been widely rolled
out in South Africa.
● Support educator well-being
○ South African educators experience high levels of stress at work and often do
not feel equipped to deal with issues.
● Include learners with disabilities
○ they are at increased risk of developing mental health disorders.

Care at all levels of education

● Mental health support in schools should respond to a learner’s context, age,

and developmental stage.
○ The continuum of care should cover the promotion of positive mental health,
prevention of mental health conditions, and access to treatment and recovery
services

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 ● South Africa has a well-developed policy response to address learners’ needs.
○ However, unique challenges influence implementation at each stage and
some areas require additional attention.
● Tips for promoting Mental Health in the classroom
○ Create a Quiet Corner. ...
○ Have a selection of fidget toys available. ...
○ Organise some flexible seating options. ...
○ Prepare meditation and mindfulness activities. ...
○ Plan for regular brain break activities. ...
○ Incorporate movement into the day’s activities. ...
○ Don't forget your own mental health.
● Emotional support as a buffer
○ Students who feel emotionally supported are less likely to engage in harmful
behaviours or become victims of bullying.
○ By fostering a positive and inclusive school environment,mental health
support
○ programs can help create a safer and healthier atmosphere for all learners.
● Making the classroom a safe space
○ Promote positive self-esteem
■ Build positive self self-esteem by teaching them skills to resolve
interpersonal conflicts and reminding them of their strengths
○ Body neutrality
■ schools to teach and remind learners that their body shape is not as
important as their physical and mental health
○ Provide safe outlets to manage big feelings
■ safe spaces within the school where learners can retreat if they need
a moment to relax and gather their thoughts
○ Set an open open-door policy
■ As a teacher, you can make it easier and more convenient for learners
to communicate their mental health concerns and issues by explicitly
offering to listen and provide support.
○ Involve caregivers caregivers
■ Engaging parents in mental health discussions through workshops or
sharing relevant mental health resources
○ Offer counselling referrals
■ refer learners for professional services
How to improve mental health awareness in schools

● 7 Tips for building mental health awareness in schools

○ Provide teachers with professional development.
○ Promote positive self self-esteem.
○ Encourage balanced eating and body neutrality.
○ Provide safe outlets to manage big feelings.
○ Set an open open-door policy.
○ Involve caregivers.
○ Offer counselling referrals.
● Improving awareness as a school
○ Lead by example

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 ○ Provide regular training and refresher courses
○ Develop School Principal's Capacity to support staff
○ Peer support and networks
○ Conversation is key
○ Run focused internal communications campaigns on mental health and
wellbeing
○ Use a mental health calendar to hook messages and activities onto

How to identity/screen for signs of depression and anxiety in learners

● Symptoms
○ Sleep : insomnia or
○ Interest: reduced, with loss of pleasure.
○ Guilt: often unrealistic.
○ Energy: mental and physical fatigue.
○ Concentration : distractibility, memory disturbance, indecisiveness.
○ Appetite: decreased or increased.
○ Psycho -motor : retardation or agitation.
○ Suicide: thoughts, plans, behaviors.
● Early detection of mental health problems in school age children
○ Offers the opportunity for prompt referral to treatment which is critical to their
success in school
○ Patterns that suggest an issue:
■ finding it hard to concentrate
■ not sleeping, or waking in the night
■ not eating properly
■ quickly getting angry or irritable, and being out of control during
outbursts
■ constantly worrying or having negative thoughts
■ feeling tense and fidgety, or using the toilet often
■ always crying
■ being clingy all the time (when other children are ok)
■ complaining of tummy aches and feeling unwell
■ being withdrawn and not wanting to do things they used to enjoy

Teenage Mental Health

● Signs of depression in teenagers

○ include crying spells for no apparent reason
○ Frustration or feelings of anger, even over small matters
○ Feeling hopeless or empty
○ Irritable or annoyed mood
○ Loss of interest or pleasure in usual activities
○ Loss of interest in, or conflict with, family and friends
○ Low self self-esteem
○ Feelings of worthlessness or guilt
○ Fixation on past failures or exaggerated self self-blame or self self-criticism

36
 ○ Extreme sensitivity to rejection or failure, and the need for excessive
reassurance
○ Trouble thinking, concentrating, making decisions, and remembering things
○ Ongoing sense that life and the future are bleak
○ Frequent thoughts of death, dying, or suicide

● Behavioural changes:
○ Tiredness and loss of energy
○ Insomnia or sleeping too much
○ Changes in appetite
■ decreased appetite and weight loss, or increased cravings for food
and weight gain
○ Use of alcohol or drugs
○ Agitation or restlessness
■ for example, pacing, hand hand-wringing or an inability to sit still
○ Slowed thinking, speaking or body movements
○ Frequent complaints of unexplained body aches and headaches,
■ which may include frequent visits to the school nurse
○ Social isolation
○ Poor school performance or frequent absences from school
○ Less attention to personal hygiene or appearance
○ Angry outbursts, disruptive or risky behaviour, or other acting
○ acting-out behaviours
○ Self -harm
■ for example, cutting or burning
○ Making a suicide plan or a suicide attempt

● Schools supporting teen mental health

○ Why it is important for schools to support
■ Schools are powerful resources for teen mental and emotional health
● A school is a teens main hub for: Learning, activities and
socialising
■ Integrating mental health in the curricula + school culture
● Decreases mental health stigmas
● Provides teens opportunities to seek mental health support
○ From teachers and staff
■ Equips teachers and staff with tools + language to nurture their metal,
emotional and social well-being
○ How to support teens
■ Being available for mindfulness.
■ Integrating social social-emotional learning into the curriculum.
■ Building supportive environments.
■ Linking learners to mental health services.
■ Training staff on trauma trauma-informed practices.
■ Reviewing discipline policies to ensure equity.
■ Supporting staff mental health.

The Duty of a Teacher to Protect and Support Learners:

37
● Child Abuse Protection/Prevention
○ It is important that teachers take certain steps to help protect children against
possible abuse
○ Forms of child abuse
■ Physical
■ Neglect (emotional, social, physical)
■ Psychological abuse
■ Sexual abuse
○ Warning signals
■ Deterioration of schoolwork, unexpected failure and truancy
■ Depression
■ Aggression
■ Enuresis
■ Wearing thick layers of clothing
■ Eating or sleeping problems
○ Legal Considerations
■ TEACHERS MUST REPORT CHILD ABUSE
■ Teachers have a mandatory obligation
● Loco Parentis
● Steps to follow when a child discloses abuse
○ Step 1: Ethical duty
■ It is traumatic for the teacher.
● You are only human.
● Try to stay calm and collect yourself.
■ IMPORTANT:
● Timing: usually before a weekend/holiday
● YOU CANNOT leave it until later - ethical duty
○ Step 2: Reassuring the Child
■ Be honest about confidentiality
■ Be genuine & authentic
● listen, hear and believe
■ You are not the judge/jury
● do not make assumptions or draw conclusions.
○ Step 3: Provide Adult Support - stay calm
■ Forms, tissues, water
■ Calm the child
● Remind about confidentiality & reporting.
● Remind them it is not their fault.
■ Do not make promises
● stay in the moment.
■ Make notes & observe.
■ Be mindful of your own emotional state.
○ Step 4: Statement
■ First disclosure
● Write down EVERYTHING, DO NOT record.
○ Date, time, place
○ Use reported speech

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 ○ Use the child’s exact language
○ Try not to ask closed yes/no questions.
○ Do not ask leading questions.
○ THE BEST QUESTION: “Tell me what happened”
● Continually observe the child.
○ Step 5: Report Phase
■ If the child is calm enough, ask them to confirm the statement.
● Take note of this process.
■ Take them to a safe place
● Sick room/office
● do not leave the child alone.
■ Follow school protocol
● SBST team & principal.
● The principal MUST know.
■ No one can interrogate the child

● you have done the initial interview.

■ Reporting to a social worker
● Use resources at ChildLine
● SBST must have social workers to assist in schools
● Can we break confidentiality?
○ Trust and respect is important
■ As teacher, you must respect learners, and parents and therefore,
keep private and confidential matters confidential
● part of our ethics as teachers
■ Thus, if a learner trusts you with personal information, do not tell
everyone
○ The only time to break confidentiality: MUST
■ Homicide is evident
■ Suicide and self-harm is evident
■ Abuse is evident

Child abuse: Teaching safety skills to learners

● The empowerment role of a teacher

○ Provide body awareness
■ find out and use words for body parts familiar to the child (Consider
culture and religious convictions).
○ Explain good and bad touches
■ For older children explain boundaries and emphasise the “NO”
concept.

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○ Teach: "Say no, run away and tell a trusted adult".
○ Discuss and make all children aware of bribery and threats, keeping secrets
and the fear of being coerced into keeping quiet.
○ Abuser as someone known
■ The possibility of the abuser being a known and trusted adult or a
stranger speaks about roles and responsibilities and routes to get help
if needed.
○ Draw up a Learners’ Code of Conduct Conduct.
○ Have a suggestion / information box to communicate with the children
○ Form support groups to help learners with problems.

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