Discovering the inner voice: self-awareness among secondary school learners in Limpopo province.

Introduction: Adolescent mental health is a worldwide public health issue that encompasses the capacity to manage day-to-day challenges. A person's self-esteem, or how they view themselves, affects their mental health. Self-awareness is a crucial skill that fosters empathy, responsible decision-making, and emotional resilience within the broader Social and Emotional Learning framework. The study aimed to explore how secondary school learners in Limpopo perceive and communicate self-awareness. Methods: This study employed qualitative participatory action research with an exploratory, descriptive design to examine how learners understood self-awareness, self-esteem, and self-esteem-boosting techniques. Rather than measuring variables, qualitative research focuses on the in-depth exploration of participants' experiences and viewpoints. The study was conducted at Eiland Forever Resort in the Tzaneen area of the Mopani District, Limpopo Province, during the Ubuntu Community Model of Nursing boot camp, hosted by the University of Pretoria in collaboration with the University of Venda and the University of Limpopo for the six selected secondary schools in Vhembe and Mopani Districts. Forty-eight learners were purposively sampled and participated in the study, comprising 24 males and 24 females from grades nine through 11. A reflective writing exercise and group discussion with three structured questions were used to gather data, and the information was recorded with the participants' permission. Braun and Clarke's six-step framework was employed for the thematic analysis, enabling the identification of patterns and the creation of themes and sub-themes. Criteria for trustworthiness and ethical aspects were adhered to throughout the study. Results: Five themes with their sub-themes emerged: exploring learners' understanding of self-awareness; learners' weaknesses; learners' strengths; describing learners' future and career-oriented goals; and methods for addressing learners' weaknesses. Each theme was further supported by several sub-themes that provided deeper insights into the learners' personal and developmental journeys. Conclusion: According to the study's findings, learners have a developing yet uneven grasp of self-awareness, which is crucial for determining their academic commitment, personal growth, and future goals. Self-reflection, self-belief, and knowledge of one's emotions and talents are fundamental to how learners perceive their experiences at school and beyond, according to findings on self-awareness. Nevertheless, there are several weaknesses, such as emotional, social, academic, and contextual issues that prevent full engagement and outstanding performance, frequently undermining this understanding.