4. Electronic Theses and Dissertations (ETDs) - Faculties submissions

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Subject: search.filters.subject.COVID-19 Pandemic

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    COVID-19 and children who experience special educational needs: Caregivers’ experiences, coping strategies, and support needs
    (University of the Witwatersrand, Johannesburg, 2023-05) Fernandes, Jenna; Amod, Zaytoon
    Every aspect of parenting becomes magnified when caring for a child who experiences special educational needs, especially during a pandemic. Despite the wide recognition that the pandemic intensified existing stressors for caregivers of children who experience special educational needs as indicated by reports of significant declines in mental health, there is a scarcity of research exploring caregivers’ experiences during the pandemic, and especially within the South African context. Therefore, the aim of this study was to explore the experiences of South African caregivers, their available support structures, coping strategies, and support needs. An exploratory qualitative research design was employed, in which twelve caregivers of children who experience special educational needs participated in semi structured interviews. Reflexive thematic analysis was used to analyse the data, and subsequently, the researcher developed five intersecting themes and fourteen subthemes. Notably, the five themes were, “exhausted to the bone”, twice as isolated, finding the light in the dark, soldiering on and learning to cope, and a wish for change and advocacy. Critically, the results of the research study suggest that despite the difficulties experienced by caregivers, there were opportunities for growth and development. However, there is a deep desire for there to be more understanding and tolerance of differences.
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    Exploring the mental health and well-being experiences of high school learners during covid-19 in Sebokeng, Vanderbijlpark
    (University of the Witwatersrand, Johannesburg, 2023-06) Nkomo, Andile Prudence; Pretorius, Edmarie; Watermeyer, Jennifer
    The coronavirus that causes COVID-19 is an acute infection that affects people. The World Health Organization declared it a pandemic on March 11, 2020, and an international public health emergency on January 30, 2020. Residents of Sebokeng in South Africa suffered throughout the lockdown stages brought by COVID-19, finding it difficult to maintain a regular way of life in the face of the unique circumstances due to a shortage of money and business closures. The pandemic caused unimaginable disruptions in many aspects of society, including interruptions for learners in the classroom. It presented high school learners with challenges that increased their likelihood of developing mental health issues. Thus, the study aimed to explore high school learners' experiences of mental health and well-being during COVID-19 in Sebokeng, Vanderbijlpark. Against this background, the objective of the study was to gain an in-depth understanding of the lived experiences of high school learners in Sebokeng, Vanderbijlpark during COVID-19 and, explore the perceived influence of the pandemic on learners' mental health and well-being. The study used semi-structured one-on-one interviews to gather data. The framework for analysing and comprehending the results of my research was provided by the social context perspective, a subset of the ecological systems theory method. The data were analyzed using thematic analysis. The key themes and subthemes that emerged from the data are presented in this study, along with the research findings. The impact of COVID-19 on the learner's mental health will be investigated initially. The impact of COVID-19 on participants' academic progress, financial losses as a result of COVID-19, and overall COVID-19 experiences are then explored. Therefore, there has never been a more ideal time to investigate how learners' COVID-19 experiences may have affected their mental health. This study provides some insight into the use of support treatments for mental health issues.