Background: In response to persistent challenges in early grade mathematics achievement in South Africa, two intervention projects – Base-Ten Thinking (BTT) and the Mental Starters Assessment Project (MSAP) – were implemented to enhance number sense through mental mathematics in Grades 2 and 3. These projects integrate Freudenthal’s theory of number structuring with context-specific mental strategies, namely Jump and Bridging-through-ten. Aim: To examine how the fidelity of implementation of mental mathematics interventions influences learner performance in early grade classrooms. Setting: The study was conducted in four South African primary schools participating in the BTT and MSAP interventions, each reflecting varying levels of fidelity (high to no fidelity) to the instructional model. Methods: A design research approach was adopted, using 15 video-recorded lessons and pre- and post-test data from 155 learners taught by five teachers. Implementation fidelity was assessed using descriptors derived from components of Lemire et al.’s framework for conceptualising implementation fidelity. Both quantitative and qualitative analyses were employed. Results: Schools with high fidelity demonstrated statistically significant gains, particularly in jump strategy tasks, compared to schools with moderate, low or no fidelity. This contrasts with earlier findings where moderate fidelity, which allows for teacher agency, yielded better outcomes. The study highlights the value of structured instructional coherence. Conclusion: The study underscores the importance of well-structured, evidence-based and well-researched intervention models targeted towards addressing foundational gaps in mathematics in early grade classrooms. Contribution: In addition to the contribution on the importance of well-structured and thoroughly researched instructional models, the study also makes a methodological contribution by providing an analytical framework linking fidelity, professional development and early grade mathematics instruction.

Background: Early childhood education (ECE) in Southern Africa has gained increasing attention for its role in promoting educational equity. At the same time, inclusive education has been promoted across the region. Both ECE and inclusive education face challenges such as inadequate teacher training, limited infrastructure and sociocultural stigma. Research indicates that Montessori pedagogy shows promise as a catalyst for inclusivity in ECE. However, its application is associated with elite and private school settings, which obscures its inclusivity potential. Aim: This study examined how Montessori pedagogy can support inclusive ECE in Southern Africa. Setting: The study focused on four countries: Malawi, South Africa, Eswatini and Zimbabwe. Methods: The study employed policy analysis in a conceptual research framework to assess the relevance and adaptability of Montessori education for inclusive ECE. Results: Findings suggest that Montessori education has the potential to strengthen inclusivity in ECE. Achieving this requires adapting learning environments with local materials, integrating inclusive and community-centred practices and rethinking educator roles through modular and context-specific training. Conclusion: When reinterpreted with an emphasis on inclusivity, Montessori education can be a transformative approach for inclusive ECE. Realising this potential involves dismantling its elitist image. It also requires promoting culturally responsive adaptations and mainstreaming inclusive principles into policy, pedagogy and educator training. Contribution: This study contributes to the discourse on inclusive education by providing a regionally grounded argument for reimagining Montessori education as a tool for inclusivity in ECE. It offers policy-relevant insights into designing teacher education, learning environments and curricula that are community-responsive, accessible and inclusive.

Background: In South Africa, the Department of Basic Education removed the non-profit organisation (NPO) registration mandate for early childhood development (ECD) programmes. The aim was to alleviate administrative burdens. If the messaging is not received correctly, it could lead to the inaccurate belief that all programmes are subsidy-eligible without any formal registration, potentially risking the quality and sustainability of ECD services. Aim: This study investigated the determinants influencing the decision of ECD centres to register as NPOs prior to the NPO registration mandate. Setting: A nationwide ECD census was conducted in all nine South African provinces. Methods: Data from 39 176 centres were analysed quantitatively to investigate the association between ECD centre registration as an NPO and various independent variables. Results: The findings show that 68.34% of ECD centres were registered as NPOs. The odds ratio (OR) of receiving a subsidy (OR 10.17; 7.82–13.22), having a bank account (OR 4.20; CI 3.01–5.72) and the ECD programme being part of a wider network (OR 1.81; CI 1.46–2.26) were strong predictors of ECD NPO registration. Conclusion: Subsidies matter in encouraging ECD centres to formalise their operations. ECDs that are part of wider networks have an opportunity to access resources, information and support that can enhance operational effectiveness. Contribution: The study provides empirical evidence to guide policy decisions and resource allocation, which can potentially lead to improved service quality and access to resources for children and families to support the growth and sustainability of the ECD sector in South Africa.

Background: Child sexual abuse (CSA) is a pervasive global issue affecting millions of children and undermining their access to care, psychosocial support, and education. In South Africa, the Children’s Amendment Act 41 of 2007 designates teachers as mandatory reporters of suspected or disclosed CSA. However, the sensitivity of such cases often results in under-reporting. Aim: This study explored primary school teachers’ perceptions of their competence in managing CSA disclosures and examined how teacher self-efficacy influences reporting behaviour. Setting: The research was conducted in South African primary schools, involving participants from diverse school-based roles. Methods: A qualitative, phenomenological design was adopted. Data were gathered through in-depth individual and focus group interviews with 15 purposively selected participants, including class teachers, life skills educators, Heads of Department, School Management Team members, and School-Based Support Team members. Data were analysed thematically using Braun and Clarke’s framework. Results: Findings indicated that CSA disclosures are relatively common in schools, yet many teachers feel ill-equipped to respond. Perceived incompetence stemmed from limited skills, inadequate knowledge, insufficient institutional support, and a lack of clear reporting guidelines, all of which hinder teachers’ willingness and ability to act. Conclusion: Despite legal obligations, teachers often feel unprepared to handle CSA disclosures, revealing significant gaps in training and systemic support. Contribution: The study underscores the need for comprehensive teacher training and supportive institutional frameworks to strengthen competence, confidence, and responsiveness to CSA, thereby promoting safer school environments for vulnerable learners.

Background: Parental involvement is integral to the success of early childhood development (ECD) programmes. The onset of coronavirus disease 2019 (COVID-19) and the adoption of remote learning reshaped parental roles, values, and expectations in ECD. Parents assumed greater responsibility for their children’s learning and development, encountering new challenges in the post-pandemic era. While parents remain central to children’s early experiences, their visions, values, and expectations in supporting holistic development remain underexplored. Aim: This qualitative study explored how parents perceive and envision ECD in the post-pandemic era. Setting: The research was conducted with parents of young children enrolled in ECD programmes in Chitungwiza District, Zimbabwe. Methods: Guided by an interpretivist paradigm and qualitative approach, data were collected through semi-structured interviews and focus group discussions with six purposively sampled parents. Thematic analysis was used to identify patterns and actionable solutions. Results: Findings highlighted parents’ emphasis on meaningful participation in decision-making, prioritisation of children’s developmental needs, equitable access, improved infrastructure, and flexible policies for ECD programmes during pandemics. Conclusion: The study concluded that the post-pandemic era in Zimbabwe marked a paradigm shift in parents’ visions and values of ECD. Contribution: This study contributes to the discourse on ECD recovery by informing policy on fostering inclusivity and sustainability in early childhood education. It underscores the importance of transformative learning and enhanced collaboration among parents, schools, and government to strengthen Zimbabwe’s ECD programmes.

Background: Bullying within a school context negatively affects both the bully and the victim. Although bullying is prevalent in primary schools in South Africa, there is a gap in the literature on interventions in this context, specifically interventions that involve the development of socio-emotional skills. Aim: This study aimed to develop an emotional intelligence skills enhancement programme to serve as an anti-bullying intervention, and to do a preliminary evaluation of the efficacy of the intervention. Setting: A purposive (non-random) sample of 112 learners between 7 and 13 years of age was drawn from a primary school in Gauteng, South Africa. Methods: In Phase 1 of the study, the performance of a bully and non-bully group on the BarOn Emotional Quotient Inventory: Youth Version (BarOn EQ-i:YV) was compared utilising an independent samples t-test. In Phase 2, the effectiveness of the intervention programme was evaluated for the bully group. Emotional intelligence scores and behaviour ratings were obtained for an experimental and control group before and after the intervention. A mixed multivariate analysis was used to determine the effect of the intervention. Results: In Phase 1, the non-bully group scored significantly higher on all the emotional intelligence domains. In Phase 2, significant improvements in the case of emotional intelligence and behaviour were found following the intervention. Conclusion: The intervention resulted in an improvement in emotional intelligence skills of bullies and a decrease in the prevalence of bullying behaviour. These findings provide support for the importance of emotional intelligence in addressing bullying behaviour. Contribution: The content and structure of the present programme could guide the development of future programmes. The results should, however, be regarded as tentative because of the small sample included during the evaluation phase. Follow-up research with a larger, more representative sample is recommended.

Background: Literacy development in learners with autism spectrum disorder (ASD) differs from that of neurotypical peers. Many individuals with ASD, particularly those with complex communication needs, enter adulthood without literacy skills, which affects employment opportunities. Teachers’ perceptions of their learners’ literacy abilities influence educational outcomes. Aim: This study aims to explore teachers’ perceptions of literacy instruction for learners with ASD. Methods: A descriptive, cross-sectional design using a paper-based survey was conducted across seven public schools for learners with special educational needs in the broader Johannesburg metro, involving 67 teachers. Results: Teachers defined literacy and digital literacy, revealing their views on teaching literacy to learners with ASD. They identified factors that positively and negatively impacted literacy instruction and shared their perceptions of how learners with ASD engage in literacy learning. Most teachers doubted that their learners with ASD could develop conventional literacy skills, and many believed they should not be exposed to digital literacy, citing readiness concerns. Barriers to effective literacy instruction were noted, although many teachers applied ASD-specific teaching strategies in their literacy instruction. Conclusion: This study highlights a need for targeted teacher training on literacy development and instructional strategies, including digital literacy, for learners with ASD. Such training should build on teachers’ existing knowledge while addressing identified misconceptions. Contribution: This study contributes to the literature by highlighting how teachers’ perceptions of literacy and digital literacy for learners with ASD are shaped by functional priorities, limited expectations, and inconsistent definitions, ultimately influencing their instructional practices and use of technology.

Background: Access to quality early childhood development (ECD) is a fundamental right for all children. However, many children worldwide are deprived of quality early childhood outcomes because of the non-compliance of ECD programmes with the sector’s quality standards and the regulatory landscape. Aim: This article, therefore, aimed to explore the compliance challenges impacting the non-government-owned ECD centres and proposes the application of the ECD Centre Ten-Nodal Point Regulatory Compliance Framework to address the identified compliance impediments in the sampled ECD centres. Setting: The study was located at 12 ECD centres in Kempton Park, a city in the Ekurhuleni Metropolitan Municipality, Gauteng province, South Africa. Methods: The study employed qualitative methods to investigate the non-compliance in the sampled ECD centres. Data were collected from 12 participants through semi-structured interviews supported by document analysis and analysed thematically. Results: Findings revealed that most of the sampled ECD centres operate outside the regulatory framework because of the ECD operators’ failure to navigate the demanding legislative landscape. Conclusion: This research concludes that despite the desire to comply, most of the ECD centres in Kempton Park operate outside the regulatory framework because of the compliance managers’ need to traverse the ECD regulatory system. Contribution: The research advocates for applying the ECD Centre Ten-Nodal Point Regulatory Compliance Framework, which can significantly improve ECD centres’ compliance management. Such improvements are crucial for the sustainability of quality ECD programmes that benefit children, societies and economies.