Abstract
Children with disabilities face prejudice from their peers and have unpleasant experiences that cause harm to their mental health. This study aimed to explore the mental health of grade 12 learners with physical disabilities using wheelchairs at a special school in Pretoria. The study adopted the biopsychological theory of Engel as the main theoretical framework of this study, supported by the social ontogenesis theory of Nsamenang. Data was collected from eight learners using various mental health tests, which included the Strength and Difficulties Questionnaire, the Child and Youth Resilience Measurement-28, the Adverse Childhood Experiences Questionnaire and the Diagnostic and Statistical Manual Fifth Edition Level 1 Cross-Cutting Symptom Measure. These tests were manually scored and the results were used to create a qualitative mental health profile for each participant. Furthermore, incomplete sentences, semi-structured interviews and drawings were used to collect data from each participant. Thematic data analysis was used to analyse the data. Findings from the study showed that grade 12 learners with physical disabilities have various psychological, social and educational experiences and challenges contributing to their mental health and well-being. The psychological challenges included feelings of sadness or depression, lack of confidence, difficulty accepting their unique situation, anxiety and suicidal ideation. The social challenges were bullying and social withdrawal due to stigmatisation and alienation. Lastly, the educational challenges involved learning difficulties and a lack of trust in the school social worker. The positive educational experiences included a conducive learning environment and sufficient educators and staff support. Based on the findings, recommendations for mental health support interventions for grade 12 learners with physical disabilities have been provided.
Keywords: Educational experiences, grade 12 learners, mental health, physical disability, resilience.