If you are wanting insight into the vibrant field of educational psychology in South Africa at the present moment, this is the book for you.  Researchers and practitioners from sixteen South African universities have collaborated to provide succinct, thoughtful and contextually relevant insights into the dynamics encountered in educational psychology today.

Educational psychology as a science is explored within a variety of environments and connected to the dynamic profession of being an educational psychologist. 

The text presents South African examples, which are deeply rooted in the South African context, and presents nuanced understandings of the complexities of educational Psychology as a developing field.

Section 1: Introduction
1. Educational Psychology as science and a profession in South Africa
2. Educational psychology as the intersection between philosophy and psychology and education
3. The role of educational psychologists in teaching and learning
4. Children’s rights in South Africa: Implications for educational psychologists
Section 2: Teachers
5. Becoming a teacher
6. Teachers as role models
7. The emotionally intelligent teacher
Section 3: Teaching & Learning
8. Teaching for learning in South African schools: A socio-cultural approach
9. Learning theories and the use of technology in the classroom
10. Learning styles and intelligences in a diverse classroom
11. Simultaneous Multisensory Instruction to advance children’s academic achievement
12. Indigenous stories and games as approaches to teaching within the classroom
13. Whole child development during formal teaching and learning
Section 4: Cognition
14. Cognition in the world of action
15. Piaget, mental networks and learning to act in the world
16. Vygotsky, regulating alignment with tools, people and the world
17. Knowledge of neuroscience in the classroom
18. Cognitive psychology: post-Piagetian notions of childhood conceptual change
19. Identity, motivation and achievement   
Section 5: Language
20. Understanding language development and learning
21. Communication across the curriculum
22. Individual learner support
Section 6: Health and well-being
23. Teacher well-being and the role of Positive Psychology
24. Promoting psychosocial wellbeing in teaching and learning environments
25. Enabling spaces for optimal development of learning and wellbeing
26. Positive psychology and diversity: accumulation of strengths
27. School-based championship of resilience
28. The role of self-talk in self-evaluation
Section 7: Inclusion
29. Inclusive education: the Global movement
30. Inclusive education in the South African national context
31. Learning support in South Africa
32. Teacher Collaboration and working with school-based support teams
33. Disability and inclusive employment through the lens of educational psychology
Section 8: Schools
34. Considering school-based interventions: What do you need to think about?
35. Strengthening parental partnerships
Section 9: Educational psychological support
36. Educational Psychology and aesthetic learning
37. Sexuality education
38. ‘Teenage pregnancy’ or Early Reproduction
39. Exploring the complexity of violence and aggression within the school context
40. Gender and gender violence
41. Giftedness
42. Diagnosis, intervention and support for ADHD
43. Assessment and support of learners with autism spectrum disorders
44. The brain, cognition and neuro-physical impairment
45. Student support services
Section 10: Careers
46. Life design: the essence of helping people design successful lives and make social contributions
47. Career paths to educational psychology
48. Pathways to technical and vocational education in the school curriculum

Scholars and researchers in Education, Psychology and Educational Psychology.
Undergraduate pre-service students of Education completing a BEd or PGCE; in-service teachers.