An Educational Conceptual Framework for Reducing Epilepsy-Related Stigma in Primary Schools of Limpopo and Mpumalanga Province, South Africa

Education about epilepsy plays a vital role in reducing stigma, improving seizure response, and preventing school dropout among affected learners. Despite this importance, there is a lack of a structured conceptual framework guiding epilepsy education in primary schools, where children’s foundational learning and social development take place. This study aims to develop a conceptual framework that integrates epilepsy education into the life skills curriculum to reduce epilepsy-related stigma from an early age. A qualitative multi-methods approach was employed during the empirical phase, which was conducted in two stages using an exploratory–descriptive design. Data were collected from teachers, life skills education advisors (LEAs), and learners to explore their views on incorporating epilepsy education into the life skills curriculum of primary schools. The findings informed the development of a conceptual framework guided by the Three-Legged Stool Model and Dickoff’s Practice-Oriented Theory. This educational framework is tailored for primary school settings and highlights the roles of learners and teachers in promoting self-esteem through knowledge acquisition, value formation, and skill development, all underpinned by the Ubuntu philosophy.