As a result of unexpectedly facing the major obstacle of only being able to secure a small number of research participants, Ms Nonhlanhla Mthalane’s dream of graduating in record time was put on hold.
However, she persevered and was awarded a Master’s in Educational Psychology.
Her study focused on learners’ wellbeing in a rural school setting and aimed to identify positive ways of working with teachers and parents to promote learners’ development and wellbeing in a rural primary school context.
The research revealed that psychosocial support is often overlooked, highlighting the need for education and its importance among teachers and parents: ‘Psychosocial support is something that many people provide without realising it. What is required is to find a best way to enhance it.
She described her master’s experience as one of time management, dedication and sleepless nights. However, it was extremely interesting to learn about educational approaches in different countries. She was also deeply touched by the vulnerability of parents in rural contexts.
Mthalane thanked those who supported her during stressful times. ‘My mother and father covered me with their prayers. Heartfelt appreciation to my family and friends for supporting me and sincere gratitude to my supervisor Dr Ncamsile Mthiyane for her exceptional expertise and guidance.’
Dr Ncamisile Mthiyane who supervised Mthalane shared how she was very hesitant in the beginning about this academic journey but worked very hard with dedication and strived to do her best. ‘She is the most dedicated and resilient student I have ever supervised at master’s level,’ she said.
Mthiyane emphasised the importance of collaborative efforts in providing psychosocial support for learners in primary schools, highlighting the value of not relying solely on teachers.
‘We are currently working on an article drawn from her study which will be submitted soon for publication entitled: “Positive Emotions, Engagement, Relationships, Meaning and Accomplishment (PERMA) Theory” for psychosocial wellbeing of learners in primary school contexts,’ added Mthiyane.
Mthalane urged her peers to ‘commit, manage time and do not change supervisors, but instead learn to understand your supervisor.’