Thesis (M.A. (Criminology and Criminal Justice)) -- University of Limpopo, 2021 / The incidence of child sexual abuse is reaching new statistical highs in South Africa. Studies indicate that every second a child is raped in South Africa. Therefore, Child Sexual Abuse requires abstained approaches to be fastened, solid knowledge foundation and understanding. Failure to respond precisely and treat sexually abused children with sensitivity and professionalism (SAPS officials, healthcare practitioners and the judiciary) limit chances for a successful prosecution and victory to conquer psychological impairments on victims. Therefore, this research explored experiences in the Criminal Justice System (CJS) in the treatment of and response to child sexual abuse. The study was confined to Polokwane Policing Cluster (PPC) involving a sample from the South African Police Services (SAPS), the Department of Justice (DOJ) and the Department of Social Department (DSD). This qualitative study adopted non-probability purposive sampling. Initially, the researcher targeted a population of fifteen (15) officials within the PPC who work directly with cases of CSA. However, two officials were not willing to form part of the study. This research was guided by the following objectives to: 1. Determine responses of the CJS to children as victims of sexual offences within the PPC; 2. Establish the protection of psychological well-being of children as victims of sexual offences in Polokwane Policing Cluster; and 3. Review regulatory legislative frameworks addressing the treatment of children as victims of sexual offence in Polokwane Policing Cluster. Moreover, this study examined causes and impacts associated with CSA. The study further reveals consequences of CSA and offer suggested mechanisms stemming from selected participants whom, among others include, but not limited to the following: using the legislative framework approach; the Constitution of the Republic of South Africa, 1996; protection of children‟s rights and broad statutory approaches for the treatment of sexual offence victims.

The purpose of this study was to examine a novel campus-based multi-tier systems of support (MTSS) framework. The framework included a standard-response protocol approach to response to intervention (RTI), integrated with a reversed process to professional learning communities, to support learning for students who were struggling to learn. Using a causal-comparative research design, a secondary analysis of quantitative data from one Title I school of approximately 500 students during the 2016-2018 school years was conducted to determine the level of impact MTSS had on reading achievement. Independent and paired samples t-tests were used to analyze iStation indicators of progress reading scores, resulting in statistically significant results. Kindergarten through 5th grade students' reading scores were significantly higher after one year of MTSS intervention than students who did not receive MTSS. One year of MTSS intervention had a statistically significant impact on both early and intermediate readers. Early readers, who began below grade level, performed significantly higher in reading achievement after just one year of MTSS as well. Intermediate readers, who began on or above grade level did not perform significantly higher in reading achievement after one year of MTSS, however. Possible long-term implications for MTSS were analyzed by comparing one year to two years of MTSS intervention. A consistently significant increase in reading scores occurred, suggesting growth that took place from one year of MTSS was enhanced by an additional year of MTSS. This novel MTSS framework could be used by campus leaders as an intervention to provide equitable learning for all students and yield statistically significant results in reading achievement in one school year. Additional research examining the impact of MTSS on Tier 1 intermediate readers receiving enrichment is recommended.