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All Journal Baileo: Jurnal Sosial Humaniora
Constance Matshidiso Lelaka
University of the Witwatersrand, South Africa
Humanities Environmental Science Social Sciences

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Exploring the Lived Experiences of Street Homeless Persons in Johannesburg, South Africa Emmison Muleya; Constance Matshidiso Lelaka; Johanna Kedibone Deka; Phumuzani Mpofu
Baileo: Jurnal Sosial Humaniora Vol 3 No 3: May 2026
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/baileofisipvol3iss3pp598-617

Abstract

This study examines the lived experiences of individuals experiencing street homelessness in Johannesburg, South Africa, with a focus on the structural, social, and personal factors shaping their conditions. A qualitative approach using a descriptive phenomenological design was employed. Ten adult participants were recruited through purposive and snowball sampling. Data were collected using face-to-face semi-structured interviews and analysed thematically. The findings indicate that homelessness is driven by an interplay of family breakdown, unemployment, poverty, substance abuse, and relationship dissolution. Participants reported prolonged exposure to harsh living conditions, significant health challenges, limited access to healthcare, and frequent experiences of violence and exploitation. Structural barriers, particularly the lack of identification documents, further restricted access to essential government services. Survival strategies included recycling, begging, and transactional sex. Contrary to common assumptions, most participants were South African citizens rather than foreign nationals. This study highlights the agency and resilience of homeless individuals and underscores the need for integrated, trauma-informed, and rights-based interventions through multi-stakeholder collaboration to inform inclusive urban policies and sustainable social responses.
An Examination of Mental Health Among Students at the University of Witwatersrand, South Africa Mokgadi Dikotla; Constance Matshidiso Lelaka
Baileo: Jurnal Sosial Humaniora Vol 3 No 3: May 2026
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/baileofisipvol3iss3pp678-689

Abstract

Mental health among university students is a significant and growing concern, as students are often exposed to academic pressure, financial strain, social adjustments, and personal challenges during their studies. These stressors increase students’ vulnerability to mental health conditions such as stress, anxiety, depression, and burnout, which may negatively affect academic performance, social functioning, and overall well-being. Although many universities provide mental health support services, these services are frequently underutilized due to factors such as stigma, limited mental health awareness, cultural and religious beliefs, fear of judgment, and concerns regarding confidentiality. This study employed a qualitative research approach guided by a phenomenological research design to gain in-depth insights into students lived experiences of mental health and mental healthcare utilization. Data were collected through face-to-face semi-structured interviews, with participants selected using purposive and snowball sampling techniques. The data were analysed thematically. The findings revealed five key themes: students’ understanding of mental health, perceived causes of mental health challenges, the impact of mental health on students’ academic and personal lives, doubts regarding access to mental healthcare services, and suggested strategies to improve mental health service utilization. The study concludes that promoting mental health literacy, reducing stigma, and ensuring accessible, compassionate, and student-centered support services are essential for improving mental health outcomes. Furthermore, strengthening institutional policies and support structures is critical in fostering an inclusive university environment that prioritizes student well-being and supports academic success.
Attitudes and Preparedness of Lecturers in Supporting Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual+ (LGBTQIA+) Students: The Role of Training, Policy Knowledge, and Professional Engagement Remofilwe Sara Makgorog; Constance Matshidiso Lelaka
Baileo: Jurnal Sosial Humaniora Vol 3 No 3: May 2026
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/baileofisipvol3iss3pp690-704

Abstract

Lecturers play a pivotal role in fostering inclusive educational environments, but their attitudes and preparedness to support LGBTQIA+ students vary globally. Training in LGBTQIA+ cultural competency enhances awareness of sexual and gender diversity, enabling educators to address student needs while promoting equity, diversity, and social justice. This study explored lecturers’ attitudes and preparedness, focusing on training, policy knowledge, and professional engagement. Six themes emerged: lecturers’ attitudes, collaboration with internal and external stakeholders, importance of LGBTQIA+ training, training received, knowledge of supporting policies, and participation in LGBTQIA+ events. A qualitative exploratory case study design was used, collecting data from ten lecturers through purposive and snowball sampling. Semi-structured interviews were conducted face-to-face and analysed thematically. Findings revealed generally positive attitudes toward LGBTQIA+ students, though concerns about correct pronoun use and misgendering were noted. Most lecturers lacked formal training, relying on self-education, with mixed views on the importance of training due to resource constraints. Awareness of policies and psychosocial support varied, with greater engagement linked to higher knowledge. Participation in LGBTQIA+ events was moderate, while collaboration with stakeholders was identified as key to effective support. The study highlights the critical need for formal training, policy awareness, and structured institutional support to strengthen lecturers’ capacity to support LGBTQIA+ students effectively.
Co-Authors Emmison Muleya Johanna Kedibone Deka Mokgadi Dikotla Phumuzani Mpofu Remofilwe Sara Makgorog