Maximus Monaheng Sefotho

Maximus Monaheng Sefotho is a South African educational psychologist, academic, and research director. He is a professor in the Department of Educational Psychology at the University of Johannesburg and serves as Director of the university’s Centre for Neurodiversity. His work focuses on inclusive education, disability studies, neurodiversity, and career development within African educational contexts.^[1]

Sefotho was born in Maseru, Lesotho. He studied at the University of Botswana, where he obtained a Bachelor of Education in Adult Education, and at Universidad Veracruzana in Mexico, where he studied educational psychology. He completed his doctoral studies in learning support, guidance, and counselling at the University of Pretoria. He also holds postgraduate qualifications in disability studies and linguistics from the University of Cape Town and the University of South Africa.^[2]

Sefotho began his academic career at the National University of Lesotho and later served as a lecturer at the University of Pretoria. In 2019, he joined the University of Johannesburg, where he was appointed professor of educational psychology.^[3] He is the director of the Centre for Neurodiversity at the University of Johannesburg, which focuses on research and engagement related to neurodiversity and inclusive education in Africa.^[4] Sefotho has received a research rating from South Africa’s National Research Foundation (NRF).^[5]

Professor Maximus Monaheng Sefotho’s research focuses on educational psychology, inclusive education, disability studies and neurodiversity in educational settings. He has published work on the emergence of neurodiversity frameworks in education, including editorial analysis on neuroinclusion.^[6] In collaboration with colleagues, Sefotho has examined teachers’ legal responsibilities in implementing inclusive education under South African policy frameworks, identifying gaps between legal intent and classroom practice.^[7] His co-authored original research has explored gender dynamics in school-based support for autistic learners.^[8] Sefotho has also contributed to studies on challenges of competency-based curricula for learners with learning disabilities^[9]

Sefotho is the Editor-in-Chief of the African Journal of Neurodiversity, a peer-reviewed academic journal focusing on neurodiversity research on the African continent.^[10] He is a founding member of the African Association of Neurodiversity and is a member of professional bodies in the fields of career development and inclusive education. He serves as chairperson of the South African Career Development Association.^[11]

In 2025, Sefotho received the University of Johannesburg Community Engagement Service Award and the Vice-Chancellor’s Award for Top Supervisor.^[12]

• Sefotho, M. M., & Onyishi, C. N. (2021). In-school transition challenges among primary school learners with autism spectrum disorders in South Africa. Perspectives in Education, 39(2).^[13]
• Sefotho, M. M. (2025). The emergence of neurodiversity in education for neuroinclusion. South African Journal of Childhood Education, 15(1).^[14]
• Sefotho, M. M. (2025). Teachers’ responsibilities and rights in implementing inclusive education. International Journal of Special Education, 40(1).^[15]
• Letseka, M., & Sefotho, M. M. (2024). Botho/Ubuntu paradigm as cognitive justice in psychology. School Psychology International, 45(3).^[16]
• Sefotho, M. M. (2024). Learning from traditional knowledge: Basotho indigenous epistemology of disability. In Indigenous Disability Studies. Taylor & Francis.^[17]

• Official website
• Maximus Monaheng Sefotho publications indexed by Google Scholar