Parents are reporting worse mental health for their children than they did a decade ago, but different groups of children are struggling with mental health in markedly different ways.
That’s what our team at the University of Southern California’s Center for Applied Research in Education found using a widely used mental health screening measure. More specifically, we found that preteen boys – the subgroup with the worst scores – struggle more in areas that include externalizing behaviors like hyperactivity, inattentiveness and conduct problems. For teen girls – the subgroup with the second-worst scores – struggles were especially pronounced in more internal problems like anxiety and depression.
These results confirm an upward trend in student mental health concerns that began before the pandemic but was likely exacerbated by school shutdowns, social isolation and other child and family stressors brought on by COVID-19.
Additionally, we found these mental health screener scores – which we refer to as “difficulties scores” here – are linked in important ways to grades and attendance. That is to say, those who had lower grades and lower attendance were much more likely to have difficulties scores in the highest, most concerning range.
Among students with good attendance at the halfway point in the school year, only about 1 in 14 had a high difficulties score. But among students who were chronically absent at the halfway point, nearly 1 in 4 had a high difficulties score.
Similarly, students who earn some Cs in schools are three to four times more likely to have a high difficulties score compared with students earning all As and Bs – 19% vs. 6%, respectively.
As high scores on the mental health screener are predictive of specific types of mental health diagnoses – like anxiety, mood or conduct disorders – these results provide new insights into the complex relationships between mental health and school outcomes.
Why it matters Children are struggling with mental health in the aftermath of the COVID-19 pandemic. Various data sources have highlighted the increased rates of teen suicides, emergency room visits and anxiety and depression in school-age children. They are also struggling academically, while rates of chronic absenteeism continue to be higher than ever.
There are opportunities for schools to address these trends by providing school-based mental health services. These services include one-on-one counseling or therapy, case managers who can coordinate various services for students in need, and referrals to outside resources. And in fact, our research shows almost three-quarters of parents whose students use school-provided services are satisfied and find them helpful.
But many schools are not offering these supports – or at least, parents are unaware of them. Our study found that 59% of high-income respondents reported that mental health resources were available in their children’s schools, compared with 37% of low-income respondents. Yet low-income students are more likely to take up those supports when they are available. Over half of respondents from the lowest income group reported that their child made use of mental health services when available, compared with 11% of respondents from the highest income group.
There is considerable unmet student need for mental health supports, as 20% of parents whose children are in schools without such supports say they would use them if offered. These results suggest there is an opportunity for schools to invest in not only supplying mental health services, but ensuring they reach the students most in need.
What still isn’t known While our research confirms important links between children’s mental health and their school outcomes, we do not yet know which is causing the other. For instance, some students may be staying home from school more because of anxiety and depression, while other students who miss school for illness or other reasons may develop anxiety over time as a result.
What’s next For schools and families to address worsening child mental health and academic outcomes, researchers must seek to better understand the underlying causes of increasing mental health concerns and absenteeism in children. Research is also needed to explore differences in the relationship between mental health and school outcomes for different subgroups of students – by income level or by racial subgroups. This can potentially inform how schools to respond to problems that threaten student well-being.
The story was first published in The Conversation.
President Cyril Ramaphosa said he was saddened at the loss of eminent scholar, academic and heritage expert Muxe Nkondo, who died during the early hours of Sunday at the age of 83.
The news of Nkondo’s passing was confirmed by his family in a statement on Sunday confirming the passing away of one of the country’s most famous cultural academics.
“The Nkondo family is sad to announce the death of Prof Muxe Nkondo, academic, public-policy practitioner and cultural leader, who made a profound difference to many areas of South African life. He was committed to helping communities, the environment, education and above all, the arts,” the statement read.
President Ramaphosa said Nkondo left a life distinguished by his relentless pursuit and generation of knowledge that has made his country, continent and world richer and in the betterment of humanity.
“His ideas and their applications have impacted on lives and institutions across the globe. They are also a diaspora of academics, leaders and administrators who have benefited from Prof Nkondo’s inexhaustible intellect and interest in the betterment of humanity,” Ramaphosa said.
The president offered his deep condolences to the family, friends, national and international associates of the late professor.
Former Gauteng premier David Makhura extended his condolences to the family, and bemoaned the loss of Nkondo and his contributions to the political and intellectual landscape.
“The news about the passing of Prof Gessler Muxe Nkondo is a profound loss to our nation. What a brilliant mind… a Marxist intellectual and activist to the end. My generation owes a great debt of gratitude to you Prof! Condolences to the family,” Makhura said.
University of Venda (UNIVEN) Vice-Chancellor and Principal, Bernard Nthambeleni extended his deepest condolences to the Nkondo family, friends, and colleagues of the professor.
“Prof Nkondo’s vision and leadership have inspired generations of students and staff, and his legacy will continue to guide us in our pursuit of excellence and service to the community,” Nthambeleni said.
University of Venda spokesperson Takalani Dzaga said Nkondo served the university with dedication and passion, and left a lasting impact on the institution and the lives of many within our community.
“During his tenure, Prof Nkondo championed academic excellence, innovation, and inclusivity, shaping our university into what it is today. Through his unwavering commitment, during the higher education transformation which led to mergers of institutions of higher education in South Africa, UNIVEN was retained as an independent, comprehensive university,” Dzaga said.
Dzaga said details regarding the memorial service and funeral of the professor will be announced soon.
Nkondo was a former vice-chancellor of the University of Venda, deputy vice-chancellor of the University of the North and Harvard Andrew Mellon Fellow in English.
He lectured extensively at universities in the US and served as a curriculum development and governance adviser to the University of SA, the University of KwaZulu-Natal, Tshwane University of Technology, Central University of Technology and Walter Sisulu University.
He is survived by his wife Prof Olga Nkondo, his children, Ntsako, Muxe, Mikateko, Zava, Mbonya and Nkenyezi, grandchildren and great-grandchild.
Olympic silver medalist Bayanda Walaza received a hero’s welcome at Curro Hazeldean High School on Thursday, following his impressive performance at the Paris Olympics.
The 18-year-old was welcomed with a guard of honour, and drapings of the South African flags, as he entered the school hall during assembly.
Minister of Education Siviwe Gwarube and Walaza’s mother, Tholiwe Walaza, attended the emotional ceremony, where Walaza was presented with his silver medal. The school sang the national anthem to cap off the celebration.
Gwarube said it was a privilege to hand over the medal to Walaza’s mother, “the wind beneath Walaza’s wings”.
Walaza’s mother said that her son had to overcome the tragic death of his father, who was shot when he was just 10-years-old.
“He experienced all that. After that, it was tough, but God, counselling, and our family’s strong support system helped him recover,” she said.
Walaza was part of the men’s 4x100m relay team that finished second behind Canada at the Paris Olympics.
His mother described watching the final as an “emotional moment” and expressed pride in her son’s achievement.
Walaza’s return to South Africa on Tuesday was met with an incredible reception at OR Tambo Airport, where he was greeted by Minister of Sport Gayton McKenzie and a cheering crowd.
His mother described the moment as “unbelievable” and expressed pride in her son’s success.
“The moment the Minister of Sport McKenzie stood there – when I saw him chanting ‘Walaza! Walaza!’, I didn’t believe it. This is my son; I raised such a wonderful young star. I was so happy. Somebody called me and said, ‘Wake up!’. I was numb,” she said.
Bayanda Walaza’s story is an inspiration to many, that with determination and support, anything is possible, even in the face of adversity.
Water supply to 23 Pietermaritzburg schools has been disconnected because of the failure of the KwaZulu-Natal Education Department to pay its debt of more than R32 million for water and electricity.
According to Acting Municipal Manager Sabelo Hlela, schools affected include Sukuma Comprehensive School in Imbali township (owing R3.2 million), Georgetown High School in Edendale (owing R1.3 million), Edendale HP School (owing R300,000), and Siqongweni Secondary School in Imbali township (owing R500,000).
The cut in the water supply to schools comes two weeks before the Grade 12 trial examinations and Sadtu provincial secretary Nomarashiya Caluza this was jeopardising the students’ ability to prepare for their trial examinations.
In a statement, the Msunduzi Municipality said it seeks to inform the public that it has begun the disconnection of schools with outstanding debts for municipal services and rates.
“This decision was made after the Department of Education was given several opportunities to address the overdue payments,” read the statement.
The municipality has enlisted 14 contractors to complete disconnections in both residential and school zones, it said.
The municipal spokesperson, Ntobeko Mkhize said: “We can confirm that notices were issued to the Department of Education.The municipality values the role of education institutions in our community and we understand the impact the decision may have on the learners.
“However, it is imperative to implement and enforce the bylaws and the policies of the municipality. We are required to implement the credit control and debt collection policy.”
Muzi Mahlambi, spokesperson for the Education Department, confirmed that they are working with the municipality to resolve the issue.
Three siblings from Evaton Primary School in Sebokeng and a pupil from Tsakane Secondary school in Ekurhuleni have died following an unconfirmed medical condition and a possible suicide.
Gauteng Education spokesperson Steve Mabona confirmed on Monday, the incident unfolded at around 08:00 in the morning when a Grade 4 class teacher took an ill boy learner to the sick bay.
Mabona said despite immediate assistance, the learner was unresponsive and emergency services and the learner’s mother was called.
The second sibling, a Grade 3 girl learner who was also rushed to the sick bay, mentioned that she ate pap, milk and biscuits at home, and soon became sick and unresponsive.
A third sibling, a Grade 5 girl learner was similarly found unresponsive.
All three learners were taken to a nearby clinic where they were declared dead.
Gauteng police are investigating the circumstances surrounding their deaths.
Education MEC Matome Chiloane on Monday expressed his shock and grief at the sudden death of the Grade 8 learner from Tsakane Secondary School.
Reports indicate that the incident took place during school hours when two Grade 8 learners allegedly ingested rat poison on the school premises.
“Emergency Services and the learner’s parents were immediately contacted. Sadly, one of the learners was declared dead on the school premises, while the other was rushed to a local medical facility for urgent care,” Mabona said.
Chiloane strongly encouraged learners to seek help from the South African Depression and Anxiety Group (SADAG) through their 24-hour helpline 0800 6888 88.
“Our thoughts and prayers are with the families, friends and school communities affected by these devastating incidents,” Chiloane said.
In addition, SADAG also supports learners who are in Grade 12 to prepare for their Preliminary Examination, and might be suffering from stress and anxiety.
Mabona confirmed that a psycho-social support team has been dispatched to provide the necessary support to everyone involved in the tragic turn of events.
Money literacy should be introduced in Grade R at schools so that a savings culture and the value of compound interest are instilled in children early in the schooling life. Savings clubs should also be formed early at schools to encourage this habit.
Experts are unanimous in their concern about South Africa’s distressing saving rates, which are among the lowest globally. The statistics paint a bleak picture. The situation is worsened when some of our leaders and celebrities, upon sudden wealth, squander their earnings on fleeting luxuries. This is where schools can play a crucial role in promoting financial literacy.
There is nothing wrong with having wonderful material things. But, taking a tip from one of the world’s wealthiest individuals, Warren Buffett when he says: “Do not save what is left after spending; instead, spend what is left after saving.”
By saving and spending what is saved, one can break free from the cycle of debt that keeps us trapped. However, there is a compelling argument for financial institutions to do better than the miserly incentives currently on offer. No wonder some well-off folks think they can earn more by keeping their money under the mattress.
As a young child growing up in a home with a single income and six mouths to feed, my dad survived every week on his modest clerk’s salary. The quantity surveying firm he worked for used to pay him weekly. There was no chance to save on school fees for five children. My late mom juggled the home fires well and ensured we had the tastiest food. But there were no savings, though they encouraged us to keep piggy banks to try and save, which we did.
This personal experience underscores the importance of early financial education. I am still recovering from the lack of education in this regard.
In the words of Warren Buffett, the key to financial stability is to prioritise savings. If we make saving a priority, we can eliminate the problem of not having enough funds to save at the end of the month. It’s a simple yet powerful shift in mindset that can make a world of difference.
For many of us, including myself, growing up meant living ‘hand-to-mouth’. In such circumstances, saving becomes a daunting challenge when you’re struggling just to get by.
Centennial Schools Deputy Principal Joseina Ramgareeb underscores the importance of saving taught at the school level by highlighting the current national savings rate of 16.3%, corresponding with an investment rate of about 18%, which will only fund economic growth of two percent.
Ramgareeb says Centennial Schools aim to produce work-ready matriculants for the economy. “We teach entrepreneurship, cryptocurrencies and blockchain, coding, and other real-world skills incorporating financial education into our curriculum. This is crucial for preparing our students for the challenges of adulthood and the responsibilities of contributing to the economy.”
Ramgareeb notes that starting an entrepreneurial venture – a lifeline for many young South Africans in the context of the prevailing unemployment – requires capital.
Without savings, one may struggle to achieve one’s goals. Of course, this can happen through taking loans from family or financial institutions. For the latter, one would need a good credit history.
Other options are available through organisations, such as the National Youth Development Agency, which funds entrepreneurs under 35.
According to Ramgareeb, a good credit history is imperative. She says one can build a credit score by having a cellphone contract, store card, or student loan in one’s name and
Returning to my wonderful parents, the rising cost of education is a testament to how people like them managed to put their children through school and make sacrifices to ensure our success. I recall school fees costing as much as R5. When my own children went through school I longed for my parent’s days.
According to research from the Old Mutual Group, putting a child through the public primary and high school system will cost parents an average of R651 313. Putting a child through private schooling would cost parents an average of R1 901 549.
Children feel empowered and learn more about financial independence when they understand basic concepts. Prostock-studio/Shutterstock
Public primary school fees are currently about R24 408 a year, while private primary schools cost about R71 496 on average per year. Sending your child to a government high school will cost around R36 072 per year, while a private high school is likely to cost between R105 084 per year.
“Parents need to understand that education will get increasingly expensive over time, outstripping salary inflation,” says Marius Pretorius, the Head of Marketing Retail Savings and Income at Old Mutual.
“In real terms, education inflation outpaces the Consumer Price Index [CPIX] by 2.5% and 3%, making it unlikely that you will be able to save the full cost of your child’s university fees.”
But, says Pretorius, that’s not necessarily the goal of a workable educational savings plan.
“Rather than getting discouraged by an impossible figure, it’s important to understand the principles of an attainable savings plan and to focus squarely on the underlying aim – that is, to support your child to become a balanced, functional, and independent member of society in whichever ways best suit their unique passions and abilities.”
“This may or may not include a university degree. Your child may require financial support to learn an in-demand trade such as plumbing or start a business. Stay open to a wide range of options and remember that by the time your child finishes school, there will be jobs that don’t currently exist,” advises Pretorius. “This will help you to navigate the decades-long journey of educating a child.”
It’s clear, though, that saving is imperative for a sustainable future. Such lessons should be instilled from an early age.
Among the long list of priorities for Basic Education Minister Siviwe Gwarube, one hopes for the introduction of a savings habit among learners at schools.
FOR South Africa’s youngest Olympian Bayanda Walaza, winning a silver medal as part of the 4x100m relay team was beyond a dream but coming back home to face fellow matriculants is a bit scary for the youngster.
“For me it’s kind of scary I don’t want to lie. I know when I go back to school everyone will be like, Hey! ,” the 18-year-old Walaza said from Paris after the SA relay team powered to a second spot in the 4x100m.
Walaza was part of the quartet relay team that included Shaum Maswanganyi, Bradley Nkoana and the veteran Akani Simbine who at last got an Olympic medal after years of missing out marginally.
The SA team was beaten to gold by Canada in a photo finish while the United Kingdom came third to claim bronze.
But for Walaza, a matriculant at Curro in Hazeldean, Pretoria, after winning the silver at the world stage, he is worried and concerned that it might be a little overwhelming when he returns to school.
He admitted that being on the track running against some of the world beaters was intimidating but he had to get the job done and was thankful for the opportunity.
“So, I just did it and I am truly happy to just be part of this team. I truly appreciate being here and I am truly thankful for what’s going on and what is happening.
That is all I can say,” he said.
Walaza had to sacrifice preparing for the preliminary examinations but this was no brainer for him because he took pride in representing his country at the Olympics.
“Winning an Olympic medal means a lot to me. I had to sacrifice my preliminary exams preparations to fight for the country. I put my country first,” he said.
Walaza joined the SA Team as a replacement after Benjamin Richardson, who ran a superb personal best of 9.86 in July, had to be withdrawn from the relay team after he picked up a hamstring injury in the 200m heats during the qualifying rounds.
His school had to fund his coach Thato Matebe to fly to the Olympic in the French capital so he can support the young sprinter.
The youngster is set to be rewarded handsomely with prize money set to flow for athletes that will be bringing medals home with the South African Sports Confederation and Olympic Committee (SASCOC) president Barry Hendricks confirming that financial incentives have been authorized for medal winners.
For each athlete bringing a silver medal it is estimated that the financial reward is about R75 000. And generous Sport, Arts and Culture Minister Gayton McKenzie said there could be surprises when the team. An excited McKenzie was thrilled by the youngster’s achievement.
“Our next Olympians are still at school. Our job is to go find them. Look at this matriculant getting a silver medal,” McKenzie posted on social media platform X.
THE Energy and Water Sector Education Training Authority (EWSETA) and Durban University of Technology (DUT) have launched an innovative solar-powered boat, built and designed by students, at the Point Yacht Club in Durban.
The boat competed in the Monaco Energy Boat Challenge from 1 to 6 July. The Siyahamba Solar Boat team was the first African team to participate in the event. Out of the 120 entries for this prestigious competition, DUT was selected as one of 15 finalists.
EWSETA has financially supported the project, which aims to boost renewable energy innovation and facilitate skills transfer.
“Beyond the competition in Monaco, the significance of this solar boat project lies in its potential to transform lives and communities here at home,” explains Candice Moodley, EWSETA Corporate Services Executive.
“The technology powering this boat is not just about racing on the open seas. It is the key to unlocking renewable energy solutions that address local challenges.”
Professor Ian Lazarus, the project leader and Manager of DUT’s KZN Industrial Energy Efficient Training and Resource Centre, has mentored several engineering students over the past few years in constructing the Siyahamba Solar Boat. The industry has also provided skills transference through collaboration and partnership.
Lazarus says the students have benefitted from hands-on learning: “To see this technology in action is brilliant for the students. We face several energy challenges in South Africa, and we need to look at alternative energy sources, especially for our seas.”
The boat was designed with the help of an industry expert. When conceptualising the boat, the designer, Daanish Meeran, was an Honours student doing mechanical engineering at DUT.
“I’m proud to have been involved in this project, especially because we can help more students like me get into industry,” Meeran says. “There’s a gap in that university students don’t always have the training and the know-how to get into the workplace, and projects like this are important to help students bridge that gap.”
Moodley says it is imperative to start driving local research and innovation capacity and that EWSETA can help fund tertiary institutions and other entities to nurture entrepreneurs and incubate those ideas.
“The Siyahamba Solar Boat exemplifies this, where visionary thinking meets collaborative action,” she adds.
THE Gauteng Department of Education has extended the 2025 online application for Grade 1 and Grade 8 in light of system delays and parental complaints.
Member of the Executive Council (MEC) for Education Matome Chiloane made the announcement at Noordwyk High in Midrand on Sunday and said the application process has been extended for 7 days starting from 14 to 21 August.
Chiloane said that he was aware of the complaints about the system being down on 9 and 10 August, therefore, he urged parents to take the opportunity and apply to avoid disappointments.
“A number of parents who struggled to upload and complete applications were concerned about the hiccup, the system issue was resolved by the 10th but parents already lost two days,” he said.
The MEC said over 700 000 applications for placement had been received at this stage and that parents should start getting replies from the department from mid-September.
“We appreciate the confidence the parents continue to show in public education,” said Chiloane.
He urged parents to be patient with the placement issue and said in order to assist high-pressure schools accommodate more learners, mobile units will be provided.
Although the department may not be able to place all applicants in their preferred schools, Chiloane assured that applicants will be placed at a school with available space.
The MEC said that the documents required for the application process include proof of address, children’s immunisation card and previous reports, among others.
Fathima Beckmann, a former student at the Drakensberg Secondary School in Estcourt, is blazing a trail worldwide. She handles many roles with aplomb as a global intercultural, diversity, equity, and inclusion, communications strategic adviser, thought leader, and non-executive director.
Beckmann partners with private, public and community sectors to drive societal and industrial transformation worldwide.
But it all began at a rural school 80 kilometres from the famous Drakensberg Mountains. Beckmann was an intelligent, enquiring learner.
Today, she is an internationally experienced executive leader with global experience in governance and strategy, diversity, equity, inclusion, communications and thought leadership in the tech, telco and media industries.
Beckmann has held regional leadership roles with technology giants from Intel Corp, Microsoft, Huawei and Multichoice in Johannesburg and Dubai in the UAE.
Most recently, as senior vice-president at Paramount Global, Beckmann led diversity, equity and inclusion, and communication efforts across different global markets, advocating for a culture of integration, gender equity, and inclusive leadership.
Beckmann´s expertise lies in mobilising multicultural teams, fostering impactful partnerships, and driving strategic alliances.
She has been a non-executive director/advisory member for 15 years on NGOs focused on empowering youth and communities on boards from the Eskom Science Expo, Mindset Education, the Maths Centre, Cotlands, The Delta Environmental Centre and UNICEF.
Her qualifications include fostering and advancing diversity and inclusion from the INSEAD Business School in Fontainebleau, France, and Yale University in the US. She is a Women in Cable Telecommunications Global Rising Women Leaders Program graduate with a BA in Communications from the University of South Africa.
Received this treasured recipe book alongside Sports Girl trophy. An important initiative by the Women’s Culural group to keep cultural recipes continuing with the youth.
Fathima Beckmann’s Favourite Teacher
What was their name? Mr Omar Essack.
What high school did you attend, and when? Drakensberg Secondary School, Escourt, Kwazulu-Natal, 1987 to 1991.
How did your favourite teacher endear themself to you? As young students, Omar reminded us there was a big world to explore, discover, and create. His teaching style, fuelled by creativity, began to shape my creative journey through communication. He always ensured we had fun and laughed.
This was a big part of his approach and inspired a natural learning style. His classes sparked curiosity and critical thinking, encouraging us to question and challenge our social environment and experiences through education and learning.
This unequivocally contributed to my long-term consideration of social impact, influence, life achievement, and perspectives. This was a crucial inspiration for students during the apartheid era.
What subject did he teach you? English.
Did you look forward to the subject? Absolutely, because we would always go beyond our textbook content through debate, discussion, and creative thinking. I also valued that he was aware of the class’s energy and dynamics and adapted his teaching style to the student’s needs, which was very progressive for that time.
What did you like about your teacher? Omar’s style was approachable, accessible, and kind. He was comfortable discussing difficult and uncomfortable topics and encouraged diversity of thought and debate. Through laughter and creativity, he helped us see the lighter side of life. Always respectful, he was original and authentic in his approach, encouraging youthful expression. Art and creativity are essential to human expression, self-discovery, and confidence. Omar always supported our artistic and creative endeavours through theatre, dance, writing, comedy sketches, or debate.
What was your favourite subject at school?
I loved school and our community of phenomenal teachers and students. I had many favourite subjects, mainly English, sports, and computer science. I received the Sports Girl of the Year and Victrix Ludorum awards, which was a massive achievement. I remember getting an Indian Delights cookbook and my primary school trophy for my Sports Girl Award. I still have the cookbook, which is well-worn from the many delicious meals I’ve prepared for my family and friends.
Has this influenced your career choice, mindful of how your amazing journey has evolved globally? Yes, this phase in high school was instrumental in shaping my long-term career in global communication, diversity, equity, and inclusion in the tech and media industries. I was on the debating and speech team and represented our school in competitions.
Omar became a trailblazer in the media and broadcasting industry, from English teacher to DJ, ENCA news anchor, CEO of Kagiso Broadcasting and Primedia and is currently part of a global broadcasting leadership team.
His passion for media and creativity ignited my academic and professional career pursuits in the arts, media, and communication. Growing up during apartheid in a racially segregated society inspired my purpose and passion in advocating for, advancing and co-creating global inclusion and impact at scale.
What was the one phrase from any teacher that stuck with you or inspired you? My lecturer and incredible mentor in college and PRISA Chair, Don Macey, consistently encouraged me with ‘Sky’s the Limit!’, reminding me of our unlimited potential to achieve what we are inspired to create.
Have you kept in touch with your favourite teacher? Yes, we have regularly met throughout the years and continue our connection. Omar lives in Portugal, and I am in Madrid, Spain, which makes us neighbours in Europe.
If so, what was the first meeting like after being a learner in the classroom? Throughout the years, Omar has shared industry learnings and guidance with me. He remains a champion and cheerleader for my achievements. As a mentor now, I aim to continue this circle of student-teacher inspiration. His humility has greatly inspired me in my leadership journey.
Why are teachers so important to society? From my experience, a teacher’s most important role in a student’s life is inspiring a love for the journey and the gift of lifelong learning filled with curiosity and a desire to evolve and grow into our full potential consistently. Finally, what advice do you have for learners, especially girls?
First, be you! Listen, absorb, observe, and learn from those who have walked before us. Honour and give gratitude to your ancestors. Be curious and courageous; know that you deserve to create the life and world you envision. Raise your socioeconomic and political consciousness. Surround yourself with an authentic tribe of mentors, enablers, and champions.
June was Youth Month. What would be your message for the youth of South Africa? To every young citizen in our country and across the African continent: your dreams are valid, you are deserving of global recognition, your skills, leadership, and innovation are essential, your voices matter, and your creativity is the future currency for generational change and sustainability.
Insights from a much-loved teacher-turned-broadcaster
Inside Education tracked down Omar Essack in Portugal and asked him to reflect on Fathima Beckmann and share some classroom memories. This was his response: “Fathima stood out because she asked questions and always volunteered an opinion. “As you will know, this is rare among students, despite the environment a teacher may create to encourage a dialogue. She was never afraid to offer a contrarian viewpoint, making lessons much more enjoyable.
“Sometimes, when teaching, I could sense that Fathima would challenge the prevailing consensus or offer an alternative viewpoint – her expression changed, and I could feel a hint of scepticism in her facial expression. A quality that was all too rare and certainly welcomed in my classroom.
“Watching Fathima excel fills everyone who knows her with great pride at her achievements. It means she’s fulfilled the potential she’s always had.
“She deserves an enormous amount of respect and admiration because she’s proven that coming from a small town in rural KZN, from a school that would rarely have had experienced teachers (many of us were fresh graduates, deployed to Drakensberg Secondary as our first posting and would be gone in 12 to 24 months) is not an obstacle for an extraordinary career with global reach and impact.
“I remember reading in one of my education course journals that ‘surprising the brain’ with something unexpected has a lasting impact on students – surprise results in greater attention and better retention, which are crucial to learning. “This insight has meaningfully impacted my career as a teacher, a radio and TV presenter, and an executive running radio stations and media companies.
“It influenced my approach to lessons and the classroom. Later, the film ‘Dead Poets Society’ inspired a greater belief in doing different things differently and doing things differently.
“I’m a fan of the Monty Python TV series and the late actor Robin Williams. Perhaps their energy and style rubbed off on my classroom practice. I didn’t copy my own teachers in the classroom, although many of them were excellent practitioners.
“The Monty Python fandom resulted in the community of Estcourt watching an adaptation of Monty Python’s ‘Four Yorkshireman’ at the local community hall for the annual Drakensberg Secondary Festival without the unintelligible Yorkshire accents. Did it land? The students playing the roles certainly ‘ad a reet good time’.”
