Final Remarks

The case study creates awareness of how diverse coping is influenced by a unique environment. If teaching professionals and educational psychologists ignore the unique knowledge systems of the learners and families they work with, support efforts might become irrelevant and ineffective. Taking time to understand the context from which children come could benefit both educational professionals and the learners. One way to include socio-cultural considerations in the classroom is through collecting detailed background information to incorporate for individualised education plans. Classrooms can become more inclusive through inviting elders. Themes could be included in the curriculum which highlight unique socio-cultural characteristics of local communities. Educational psychologists could include questions focusing on socio-cultural influences when collecting background information which should then be considered during assessments and therapy.

Lastly, if educational professionals take time to understand their own knowledge systems from which their coping behaviours stem, they can enable themselves to maximise their adaptive coping behaviour and foster resilience in ways that aremeaningful and relevant to them.