Experiences of Juvenile Offender Learners in Teaching and Learning Support in the Correctional Schools: A Wellness Perspective

Manzini Theresa
University of South Africa

Abstract

The study explores selected South African correctional school Juvenile offender learners' experiences regarding the support received for improving teaching and learning and wellness. The study uses a qualitative interpretive approach; an open-ended questionnaire involving 21 juvenile offender learners was utilized to collect data. The theoretical framework applied in the study is Ubuntu and Wellness. Ethical measures were considered before and during the study. Findings revealed that teachers use various forms of teaching and learning to support juvenile offender learners in correctional schools. In addition, security officials, teachers, and peers collaborate with various stakeholders to improve the wellness of juvenile offender learners. The teaching and learning support meet the intellectual, social, physical, emotional, spiritual and career/ occupational needs of juvenile offender learners. It also addresses barriers to learning, creates a favourable learning environment, enhances their wellness, and improves their academic performance.

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