Epilepsy, Participation, and Belonging in South African Secondary Schools: Learners’ Accounts Through a Capability Approach

Abstract

Learners with epilepsy experience persistent educational challenges that remain underexplored within inclusive education discourse, particularly in secondary school contexts. Guided by the Capability Approach, this study examines how epilepsy shapes learners’ opportunities to participate meaningfully in schooling and achieve valued educational outcomes. Situated within an interpretivist paradigm, this interpretive qualitative research employed semi-structured interviews with 12 learners diagnosed with epilepsy, recruited from four secondary schools in South Africa. Grounded in learners lived experiences, the data were analysed using reflexive thematic analysis. The findings indicate that seizure episodes disrupt classroom participation and continuity of learning, while stigma and fear of embarrassment constrain learners’ confidence and social inclusion. Recurrent absenteeism, linked to both medical and psychosocial factors, further limits academic engagement and progression. These interconnected challenges restrict learners’ capabilities not only to learn, but also to participate fully and develop a sense of belonging within the school environment. The findings suggest that participants experienced educational disadvantage through the interaction between health-related challenges and contextual barriers rather than through epilepsy alone. It highlights the potential value of inclusive and responsive educational practices that may expand learners’ opportunities for participation and belonging, including enhanced teacher awareness, flexible pedagogical approaches, and psychosocial support. By foregrounding learners’ voices, the study contributes to a more nuanced understanding of how chronic health conditions intersect with inclusive education and calls for systemic efforts to promote meaningful participation and well-being.