Roberts, Anthony Francis2026-06-082026-06-082024https://hdl.handle.net/10566/23140This retrospective study explores the schooling experiences of learners living with the chronic health condition, haemophilia, which is a bleeding disorder. Descriptive and Interpretive phenomenological analyses were used as theoretical, methodological, and analytical tools to explore the schooling experiences of eight adult persons living with severe haemophilia, in the Western Cape, South Africa. Participants were purposively sampled from the population of persons living with severe haemophilia in the Western Cape. Data was collected through face-to-face interviews. Fractions of the Lifeworld (discourse, embodiment, project, selfhood, sociality, spatiality, and temporality) were utilised as interpretive lenses. The study aimed to answer two research questions, namely, what are the shared and individual features of lived schooling experiences of a purposive sample of persons living with severe haemophilia in the Western Cape, South Africa? And what are the main components of a holistic model for haemophilia care? The findings were reflected through four themes that emerged from the analysis of data. These were, perceptions of self, relationships with others, the impact of haemophilia on the functioning of persons with haemophilia (PwH) within the school setting, and the school system. Findings indicated that participants developed perceptions of negativity about themselves within the school context, that relationships with others impacted both negatively and positively on them throughout their schooling experiences, that frequent school absenteeism played a significant role in levels of school achievement and school completion rates, and that corporal punishment exacerbated the vulnerability of the haemophilic body. There was an almost complete absence of the ‘voice’ of participants as active agents in the management of their health condition. The study recommends a patient-centric, holistic model for haemophilia care that facilitates an integrated approach to health and education needs for learners with haemophilia.enHaemophiliaChronic Health ConditionsPhenomenologySchooling ExperiencesLifeworld FractionsThesis