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Non-heteronormative persons within South African Pentecostal communities experience unique challenges that arise from the intersection of sexual orientation and religious belief. Although the South African constitutional framework ostensibly grants rights and protections to sexually diverse individuals, Pentecostal expressions of Christianity largely continue to uphold heteronormative understandings, rendering sexual diversity undesirable and invisible. This scoping review paper aims to systematically map the literature on the experiences, theological discourses, and pastoral care of non-heteronormative persons in South African Pentecostalism, utilising Arksey and O’Malley’s framework. By analysing, collating, and summarising the existing body of work, the review aims to identify categories of evidence and information gaps to facilitate the possibility of further developing inclusive theological and pastoral practices and paradigms within/pastoral care within South African Pentecostalism. Ultimately, the findings will guide researchers, policymakers, and faith communities in devising interventions and responses to foster acceptance, inclusion, and well-being.

Background/Objectives: Childhood trauma significantly hinders the developmental and academic outcomes of learners, particularly in under-resourced schools such as those in Limpopo province, South Africa. Teachers in these settings often face challenges in supporting trauma-exposed learners due to a lack of knowledge, training, and appropriate resources. Addressing this gap requires the development of structured, trauma-informed educational support systems. Methods: This study forms the final phase of a multi-phase research project aimed at developing a trauma-informed curriculum for primary school teachers. A multi-phase mixed method design was adopted across four phases: (1) a global scoping review to identify effective trauma-informed interventions; (2) empirical interviews with primary school teachers, trauma center managers, clinical psychologists, and social workers to understand local needs and experiences; (3) development of a conceptual framework grounded in theoretical and empirical findings; and (4) curriculum development guided by El Sawi’s curriculum design model. The curriculum was validated using structured questionnaires with a panel of stakeholders including educators, mental health professionals, and curriculum experts. Results: The study identified critical issues, including teachers’ limited understanding of childhood trauma, lack of standardized training, and inadequate classroom strategies. Key curriculum components were developed to address these gaps, including modules on the nature of trauma, early identification of symptoms, trauma-informed teaching practices, and collaboration with mental health professionals. Validation results indicated strong agreement on the curriculum’s clarity, relevance, and potential impact. Conclusions: The developed trauma-informed curriculum provides primary school teachers in Limpopo with the knowledge, tools, and confidence to support trauma-exposed learners. It emphasizes early identification, responsive classroom strategies, and inter-professional collaboration. This curriculum has the potential to enhance learning environments and promote better educational and psychosocial outcomes for trauma-affected learners.

Background/Objectives: To effectively support children’s learning and well-being, primary educators must thoroughly understand child trauma. Being ‘trauma informed’ means recognizing the impact of trauma and responding supportively, which can help mitigate its adverse effects on learners. This study explored the understanding of childhood trauma among primary school teachers in Limpopo province, focusing on the circuits of Mvudi and Dzindi due to their high prevalence of childhood traumatic experiences. Methods: An exploratory descriptive and contextual design was used in this study. Data were collected through semi-structured interviews with 26 teachers, utilizing total population sampling for schools and purposive sampling for respondents. Results: The findings revealed that teachers typically define trauma in terms of domestic issues and abuse and identify symptoms in learners’ behavior, emotions, and academic performance. Teachers employ strategies to assist affected learners, such as building rapport and involving social workers or school authorities when needed. Conclusions: This study highlighted teachers’ critical role in identifying and assisting traumatized children and underlined the necessity for effective training programs and school-based support systems. A comprehensive strategy is necessary, including advocacy for equitable support services and standardized training on trauma-informed practices.

Objective This study investigates the prevalent issues of healthcare access and the impact of antiseizure treatments among people with epilepsy (PWE) in rural Limpopo and Mpumalanga, South Africa, where healthcare facilities and affordable treatments are often inadequate. Methods Using a cross‐sectional survey, 162 PWE were selected using multistage sampling across the provinces. Data were collected via a structured questionnaire and analyzed descriptively using SPSS v27. Results Most of the participants experienced seizures intermittently, with 70.6% in Limpopo and 53.3% in Mpumalanga reporting occasional episodes, whereas a significant minority in both regions—20.6% and 40%, respectively—suffered from frequent seizures. A notable portion of PWE also reported recurring side effects from antiseizure drugs, which led to consequential life disruptions, including educational dropout and unemployment. Significance The findings underscore an urgent need for enhanced educational programs and increased awareness to improve the understanding and management of epilepsy in these underserved areas. Optimizing care for PWE requires a multifaceted approach, including evaluating healthcare accessibility, affordability, and societal beliefs influencing treatment adherence. The study advocates for government and policy interventions to mitigate the quality of life deterioration caused by epilepsy and its treatment in rural communities. Plain Language Summary In Limpopo and Mpumalanga, many individuals with epilepsy experience seizures occasionally, while a significant minority have them frequently. Numerous people also suffer recurring side effects from antiseizure medications, impacting their lives severely by causing school dropouts and job losses. This underscores the urgent need for improved education and awareness programs to manage epilepsy in these provinces effectively. The study urges government action and policy reforms to enhance care and support for people with epilepsy in rural areas, aiming to improve their quality of life.

Epilepsy affects approximately 70 million people globally, with nearly 80% living in low- and middle-income countries. From 1990 to 2021, childhood idiopathic epilepsy cases increased by 26.34%. Despite treatment advancements, stigma, fear, and misconceptions, especially in schools, hinder the inclusion of learners with epilepsy. School-based educational interventions have emerged as a vital strategy to raise awareness and reduce stigma. This scoping review aims to identify and map the types of epilepsy-related curricula in primary and secondary schools and special education settings worldwide, evaluating their effectiveness. Using the Joanna Briggs Institute (JBI) methodology, a comprehensive search strategy will be implemented across electronic databases and grey literature sources. Eligible studies will include various research designs focusing on educational interventions for learners, educators, or school communities. Study selection and data extraction will be performed independently by two reviewers, with a third reviewer resolving any disagreements. The findings will be synthesized through thematic analysis. The review is expected to reveal significant variation in the design and evaluation of epilepsy curricula, with many lacking standardized implementations. It aims to inform the development of relevant and scalable education strategies, ultimately supporting inclusive, equitable, and stigma-free learning environments for students with epilepsy.