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Exploring teachers’ experiences of supporting the socio-emotional well-being of learners with Dyslexia in South African mainstream classrooms
Thesis (MEd(Psych))--Stellenbosch University, 2026.
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| Format: | Thesis |
| Language: | English |
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Stellenbosch : Stellenbosch University
2026
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| _version_ | 1867613740790185984 |
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| access_status_str | Open Access |
| author | Wienekus, Cara |
| author2 | Petersen, Melanie |
| author_browse | Petersen, Melanie Wienekus, Cara |
| author_facet | Petersen, Melanie Wienekus, Cara |
| author_sort | Wienekus, Cara |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd(Psych))--Stellenbosch University, 2026. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/135553 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:57.522Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/135553 Exploring teachers’ experiences of supporting the socio-emotional well-being of learners with Dyslexia in South African mainstream classrooms Wienekus, Cara Petersen, Melanie Pollard, Zelda Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Thesis (MEd(Psych))--Stellenbosch University, 2026. Wienekus, C. 2026. Exploring teachers’ experiences of supporting the socio-emotional well-being of learners with Dyslexia in South African mainstream classrooms. Unpublished masters thesis. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/0883f936-a33c-4396-9ba4-a4eb95d02eb8 Inclusive education remains a central priority in South Africa, yet teachers continue to face significant challenges in supporting the socio-emotional well-being of learners with dyslexia in mainstream classrooms. This study explored teachers’ lived experiences of promoting inclusion and emotional support for learners with dyslexia within diverse educational contexts. A qualitative multiple case study design was employed, drawing on data from semi-structured interviews, classroom observations, reflective essays, and document analysis. Thematic analysis, guided by CHAT, was used to interpret how teachers navigate the interplay between personal, pedagogical, and systemic factors in their practices. Six overarching themes emerged: evolving teacher identity and practice; learners’ emotional experiences; inclusive teaching strategies; systemic influences and school support; knowledge, beliefs, and understanding of dyslexia; and teacher well-being and Emotional Labour. The findings highlight teachers’ deep sense of vocation, empathy, and self-directed professional growth, alongside persistent systemic barriers, including limited training, resource inequities, and inconsistent policy implementation. Teachers demonstrated resilience through reflective practice, peer collaboration, and faith-based coping strategies, yet often carried the emotional and instructional burden of inclusion alone. The study concludes that sustainable inclusion for learners with dyslexia requires strengthened teacher training, early identification systems, and coordinated support across school communities. By illuminating teachers’ voices and experiences, this research contributes to the growing body of knowledge on inclusive education. It underscores the importance of addressing both pedagogical and socio-emotional dimensions of learning support. Masters 2026-04-01T10:30:36Z 2026-04-01T10:30:36Z 2026-03 Thesis https://scholar.sun.ac.za/handle/10019.1/135553 en Stellenbosch University 229 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Wienekus, Cara Exploring teachers’ experiences of supporting the socio-emotional well-being of learners with Dyslexia in South African mainstream classrooms |
| title | Exploring teachers’ experiences of supporting the socio-emotional well-being of learners with Dyslexia in South African mainstream classrooms |
| title_full | Exploring teachers’ experiences of supporting the socio-emotional well-being of learners with Dyslexia in South African mainstream classrooms |
| title_fullStr | Exploring teachers’ experiences of supporting the socio-emotional well-being of learners with Dyslexia in South African mainstream classrooms |
| title_full_unstemmed | Exploring teachers’ experiences of supporting the socio-emotional well-being of learners with Dyslexia in South African mainstream classrooms |
| title_short | Exploring teachers’ experiences of supporting the socio-emotional well-being of learners with Dyslexia in South African mainstream classrooms |
| title_sort | exploring teachers experiences of supporting the socio emotional well being of learners with dyslexia in south african mainstream classrooms |
| url | https://scholar.sun.ac.za/handle/10019.1/135553 |
| work_keys_str_mv | AT wienekuscara exploringteachersexperiencesofsupportingthesocioemotionalwellbeingoflearnerswithdyslexiainsouthafricanmainstreamclassrooms |