Therapeutic Interventions in Supporting Learners with a Dissociative Identity Disorder at Rural Mainstream Schools

The South African government reformed many policies to implement inclusive education, accommodating many learners with diverse abilities at South African schools. For example, the Education White Paper 6 aims for equal access to quality education for all. This paper explored the therapeutic interventions in supporting learners with dissociative identity disorder (DID) in rural mainstream schools in the wake of inclusive education. Various interventions and support systems might be available for learners with DID, such as specialised therapies: individual and group, along with medication management, specialised education programmes, and strong family support. Their implementation varied according to the importance, appropriateness, and practicality of supporting these learners and their challenges and reaching their full potential. This paper concludes that all stakeholders, such as teachers, educational psychologists, clinicians, and learning support specialists, must create a safe and supportive environment for learners with DID. They must foster collaboration with families and other support systems to help these learners. This paper finally suggests further research directions. Received: 24 April 2025 / Accepted: 11 December 2025 / Published: January 2026