Epilepsy is a highly stigmatized neurological condition in rural South Africa, where it is often misunderstood and associated with cultural myths, such as witchcraft. This study aims to implement and evaluate a culturally sensitive epilepsy education intervention in primary schools within Limpopo Province. Using a Community-Based Participatory Research (CBPR) design, the intervention will integrate epilepsy education into the Life Skills curriculum for Grades 5 to 7. The project involves conducting a needs assessment, co-developing the curriculum with stakeholders, training educators, and implementing the program in selected rural schools. Quantitative pre- and post-intervention surveys will measure changes in knowledge and attitudes, while qualitative methods will capture the experiences and perceptions of participants. The anticipated outcomes include improved knowledge of epilepsy, reduced stigma, increased educator confidence, and the creation of a more inclusive school environment. Additionally, the study aims to promote sustainability through a train-the-trainer model and advocate for the integration of epilepsy education into policy. This intervention seeks to bridge the gap between biomedical knowledge and traditional beliefs, ultimately contributing to long-term improvements in health literacy and social inclusion for individuals with epilepsy in under-resourced school settings.
Makhado et al. (Wed,) studied this question.