Muimeleli Munyadziwa
Biographic Data
| ID | 8263464 |
|---|---|
| NAME | Muimeleli Munyadziwa |
| GIVEN NAMES | Muimeleli |
| FAMILY NAME | Munyadziwa |
| SIGNATURE | MUNYADZIWA M |
| AFFILIATIONS | University of Venda |
| ORCID | 0000-0002-9683-2842 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Developing and Validating a Childhood Trauma-Informed Curriculum for Primary School Teachers in Limpopo Province, South Africa
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 suppo…
Assessing the Understanding of Primary School Teachers in the Rural Communities of Limpopo Province, South Africa—Are We Trauma Informed
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
No prominent works on this page.
Developing and Validating a Childhood Trauma-Informed Curriculum for Primary School Teachers in Limpopo Province, South Africa
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 suppo…
Assessing the Understanding of Primary School Teachers in the Rural Communities of Limpopo Province, South Africa—Are We Trauma Informed
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
Child Abuse and Trauma (2 works) · Child and Adolescent Health (1 work) · Curriculum (1 work) · Curriculum development (1 work) · Curriculum mapping (1 work) · Data collection (1 work) · Early childhood (1 work) · Early Childhood Education and Development (1 work) · Emergent curriculum (1 work) · Environmental health (1 work)