This book examines how rural mainstream schools can respond to the needs of children living with Dissociative Identity Disorder (DID), a complex and often misunderstood condition. While most existing literature focuses on clinical and urban contexts, this volume addresses the under-researched intersection of trauma, identity, and rural schooling. Drawing on interdisciplinary perspectives from educational psychology, trauma theory, and cultural studies, the book explores how inclusive education policies and culturally sensitive frameworks can be adapted to support children with DID in under-resourced environments.

Chapters critically engage with biological, psychological, and sociocultural dimensions of DID, including childhood trauma, diagnostic challenges, and the influence of cultural beliefs and indigenous healing practices. The book considers the implications of educational policy and school-based identification strategies, offering recommendations for context-specific interventions and future research. With a primary focus on African rural schooling contexts, it contributes to broader debates on mental health equity, inclusive education, and culturally responsive care.

This book will be of interest to scholars and postgraduate students in educational psychology, clinical psychology, developmental psychology, and mental health policy, as well as researchers working on trauma, identity, and rural education. It contributes to global mental health and education scholarship by addressing an under-researched intersection between trauma, identity, and rural schooling.

Kananga Robert Mukuna is Senior Lecturer in Educational Psychology at the University of the Free State, South Africa. His research focuses on psychological assessment, rural education, inclusive schooling, and psychosocial support. He is editor-in-chief of the International Journal of Studies in Psychology and leads the Psychosocialities of Teaching and Learning research group.

Peter J. O. Aloka is Associate Professor at the Wits School of Education, University of the Witwatersrand, South Africa. He has published widely on student adjustment, resilience, and positive psychology, and has edited several academic volumes on educational and developmental psychology.