Abstract
Research has shown that maternal mental health (MMH) plays a fundamental part in
determining their children’s psychological well-being. Where research in this field is lacking,
however, is on the contribution of MMH to the well-being of children in the foundation-phase
(FP), especially in the South African context. For this reason, the principal aim of this study
has been to explore MMH and its related risk and resilience factors, as well as the associated
consequences learners may suffer when their mothers’ mental health (MH) has been
compromised, especially during the FP of their development, spent in public schools in the
Johannesburg East district. The secondary aim has been to provide guidelines for supporting
mothers’ MH and, in turn, for ensuring and improving their children’s well-being.
A qualitative multiple-case study design, with a social-constructivist paradigm, was utilised for
this study. Eight mothers with FP children from public schools in the Johannesburg East
education district participated in this study – four from low socio-economic schools (quintile 1
or 2) and four from higher socio-economic schools (quintile 4 or 5). Data was gathered through
the DSM-5 TR Self-Rated Level 1 Cross-Cutting Symptom Measure—Adult and the DSM-5
TR Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure—Child Aged 6–17,
semi-structured individual interviews and focus groups. The MH tests were not used
quantitively but assisted in providing a qualitative profile for each participant. Thematic
analysis was used to interpret the data. The findings indicated that, on the one hand, risk
factors for MMH consist of socio-economic challenges, family stressors, personal challenges
and cultural and societal influences, while strong social networks, ready access to resources,
positive coping strategies and a strong mother-child relationship create important resilience
factors, on the other. Recommendations include the development of community-based
interventions in support of mothers’ MH, while promoting access to MH resources and
strengthening support structures for mothers and FP children in their immediate and broader
environmental systems.
Keywords: foundation-phase learners, Johannesburg East district, maternal mental health,
public schools, well-being