Background This study examines the subjective well-being of school-aged learners in Gauteng, South Africa, and their perceptions of using mobile health (mHealth) tools for digital journaling. The aim of this study was to identify the perspectives of learners with disabilities on the requirements for digital journaling to promote subjective well-being. Methods A qualitative descriptive research design was employed. Semi-structured interviews were conducted with 20 learners aged 11 to 14 years from a school for learners with learning disabilities in Gauteng, South Africa. Participants were selected using a purposive-convenient sampling method. Findings The findings revealed that subjective well-being encompasses social, cognitive, psychological, and physical well-being. Participants highlighted the potential of mHealth tools to enhance communication between learners and parents. The content for digital journaling preferred by participants included psychological, cognitive, and physical well-being. Desired features for the digital journal included personalisation, advice, dialogue, and reminders. Preferred formats for input were writing, typing, videos, and reading. Conclusions Further research is necessary to investigate the implementation and effectiveness of these tools in educational settings.
Kuyler et al. (Fri,) studied this question.