Dr. Daphney Mawila-Chauke | Psychology | Best Researcher Award

University of Johannesburg, South Africa

Dr. Daphney Mawila-Chauke is a dedicated educational psychologist and senior lecturer at the University of Johannesburg, South Africa. With over 15 years of academic and research experience, her expertise lies in educational psychology, child and adolescent mental health, and resilience. She has steadily progressed through academic ranks from tutor to senior lecturer, showing a strong commitment to teaching, mentorship, and research. Her doctoral work explored the relationship between resilience and social ecology, reflecting her focus on developmental and psychological challenges in educational settings. Dr. Mawila-Chauke also actively supervises postgraduate research, notably on inclusive education and autism. She is widely recognized for her impactful work on student mental health and educational adaptation, particularly in the South African context. Passionate about equity in education, she contributes to shaping policies and practices that support vulnerable learners. Her contributions to higher education have helped advance inclusive, responsive, and context-sensitive educational frameworks.

Professional Profile

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Education

Dr. Daphney Mawila-Chauke earned her Doctor of Education (D Ed) in Educational Psychology from the University of Johannesburg in April 2021. Her dissertation, titled “Relationship between resilience and social ecology,” explored psychosocial adaptation among learners facing adversity, reflecting her core research interest in developmental psychology. She began her academic journey at the University of Johannesburg in 2006, demonstrating a long-standing affiliation with the institution. Her specialization lies in disability, child and adolescent development, mental health, and resilience within educational contexts. Throughout her studies, she engaged in rigorous academic training and contributed to multiple research and mentorship initiatives, building a solid foundation in psychological assessment, inclusive education, and educational resilience. Dr. Mawila-Chauke’s academic trajectory showcases her dedication to lifelong learning, student empowerment, and the integration of psychological theory with educational practice to promote mental wellness and academic success across diverse learner populations.

Professional Experience

Dr. Mawila-Chauke has held numerous academic positions at the University of Johannesburg since 2008. Her professional journey began as a tutor, evolving into roles such as mentor, researcher, part-time lecturer, assistant lecturer, intern educational psychologist, and lecturer. She became a senior lecturer in February 2023. These roles highlight her expertise in teaching, mentoring, and applied research within the higher education sector. As an intern educational psychologist (2015–2017), she engaged deeply with learner support and developmental interventions. Her long-term contributions include curriculum development, postgraduate supervision, and scholarly publication in social and educational psychology. Her experience spans teaching inclusive education, mentoring future educators, and conducting school-based psychological research. Dr. Mawila-Chauke has significantly contributed to advancing inclusive practices, particularly in the areas of resilience and mental health in educational settings. Her sustained commitment to teaching excellence and psychological services reflects her dedication to learner support, academic growth, and evidence-based educational strategies.

Research Interests

Dr. Mawila-Chauke’s research primarily centers on educational psychology with a specific emphasis on child and adolescent mental health, resilience, and inclusive education. Her doctoral work examined how resilience interacts with social ecology, laying the foundation for her continued exploration of adaptive mechanisms in learning environments. She is particularly interested in how psychological resilience supports academic achievement and mental wellness among youth facing socio-economic and developmental challenges. Her secondary research includes educational adaptation in learners with disabilities, the intersection of mental health and academic success, and parental influences on resilience in children with Autism Spectrum Disorder. She also supervises research in inclusive education, focusing on systemic and familial support mechanisms. Her work informs evidence-based strategies for educators and policymakers to enhance student engagement and holistic development. Dr. Mawila-Chauke’s scholarship contributes to transforming South African education through psychologically-informed, context-sensitive, and equity-driven research initiatives.

Awards and Honors

While no formal awards are listed in her CV, Dr. Daphney Mawila-Chauke’s academic progression and continuous appointments at the University of Johannesburg reflect her recognition as a respected educator and scholar in educational psychology. Her promotion to senior lecturer and supervisory roles in postgraduate education serve as institutional acknowledgments of her professional merit and academic leadership. The trust placed in her to guide Master’s level research on critical topics such as autism and resilience showcases her authority in the field. Her role in shaping inclusive education practices through both teaching and research is, in itself, a testament to her contributions to South African education. Through sustained service, scholarly engagement, and commitment to student development, Dr. Mawila-Chauke has built a career marked by distinction, even in the absence of traditional accolades, proving her impact through influence, mentorship, and academic excellence in advancing mental health and resilience research in education.

Publications Top Notes

• Growing resilience capacity for learners presenting with specific learning disability in learners with special education needs schools
  D Mawila
  African Journal of Disability 12, 1045
• Risk factors of orphan and vulnerable children in a children’s home during the COVID-19 pandemic
  L Munongi, D Mawila
  Children and youth services review 145, 106801
• The Mediation role of Caregivers and Context on Individual Factors in Enabling Resilience Among Learners with Specific Learning Disability
  D Mawila
  Interchange 54 (1), 81-94
• Relationship Between Resilience and Social Ecological Support Among Learners with Specific Learning Sisability in LSEN Schools
  D Mawila
  PQDT-Global
• Treating the psychological distress in children with adventitious blindness
  MO Ede, D Mawila, LN Onuigbo, V Victor-Aigbodion
  Journal of Rational-Emotive & Cognitive-Behavior Therapy 43 (1), 1-23
• The resilience of learners with specific learning disability in unequally resourced learners with special education needs schools in diverse contexts
  D Mawila
  African journal of disability 11, 1044
• An explorative investigation of the quality of items of the performance scales on the translated Sesotho version of the junior South African individual scales JSAIS (giq-8)
  D Mawila
  PQDT-Global