Abstract
With the increase in high school students being hospitalised for mental health treatment and subsequently returning to school, a reintegration protocol becomes a necessity. This qualitative study, set within a constructivist paradigm, sought to understand what reintegration policies exist and what is needed to assist students to reintegrate after hospitalisation. The study explored reintegration protocols described in international literature, with the aim of designing a protocol which would fit in the South African context.
The research was qualitative, using a constructivist paradigm with an action research design and case study approach. Purposive sampling was used to select participants: students, parents and teachers. Data was gathered through student semi-structured interviews with students, parent online surveys and a teacher focus group, as well as researcher observations. Thematic data analysis using Clarke & Braun’s (2013) 6 step approach identified three major themes. The findings related to the effectiveness of existing reintegration protocols, specific support structures for effective reintegration and breaking the stigmatisation of mental health issues and treatment in independent high schools in South Africa. The conceptual framework included the three main concepts, that arose from the literature. These concepts are academic catch-up, socio-emotional support and destigmatisation of mental health. All three concepts should be considered in designing a reintegration protocol for it to be successful and implementable, ensuring that students are holistically catered for and not retraumatised.