Dr Marelize Vergottini

South Africa’s school system is collapsing under the weight of violence, trauma, severe teacher shortages, overcrowding, hungry learners and infrastructure failure.

As Dr Marelize Vergottini, senior lecturer in Social Work at the North-West University (NWU), makes clear, the scale of the crisis is not theoretical; it is systemic and already entrenched.

“Across South Africa, an overwhelming number of recent reports show that learners and teachers are being failed by systemic collapse. These failures directly undermine learners’ development, safety, academic performance and long-term potential, while leaving teachers burnt out. These realities strengthen the case for the urgent recognition of School Social Work as a specialised field and for the immediate deployment of these practitioners in schools.”

This failure is not new, nor is it being addressed with urgency.

“For more than six years, the finalisation of regulations to recognise school social work as a professional specialisation has been unacceptably delayed, despite draft regulations being released for public comment in 2020. This prolonged administrative stagnation continues to create deep uncertainty in the sector and directly disadvantages vulnerable learners who rely on psychosocial support in schools.”

The consequences are visible in the most basic functions of the system.

“The collapse of school feeding systems is one of the clearest indicators of this crisis. The National School Nutrition Programme has experienced severe disruptions in several provinces, leaving thousands of schools and millions of learners without meals. Data from Statistics South Africa confirms that hunger is a daily reality for 16.3% of children nationally.”

At the same time, the pressure on educators continues to intensify.

“Severe teacher shortages, with tens of thousands of vacant posts, are destroying learning conditions. Overcrowded classrooms are a reality. Teachers report feeling burnt out, and their wellbeing is critically declining.”

In this environment, schools are no longer safe spaces.

“Across these structural failures, there has been a concerning rise in school-based violence. Learners are being left defenceless in places meant to protect and nurture them.”

The long-term impact on children is profound.

“Trauma and poverty severely hinder cognitive development. Nationwide, six out of every ten children experience trauma during childhood, and more than 13 million children live in poverty.”

Taken together, these pressures define a system under strain.

“The combined impact of these pressures – hunger, violence, trauma, teacher shortages, overcrowding and poor infrastructure – reflects a system in crisis. Without dedicated psychosocial support, these conditions will continue to hinder learning, entrench inequality and jeopardise children’s futures.”

The response, she argues, is not optional.

“School social workers are uniquely equipped to address these pervasive challenges. The need is urgent, the evidence is overwhelming, and the consequences of inaction are borne by the country’s most vulnerable population.”

Her position is unequivocal.

“Every school should have a school social worker as part of its staff – this is a necessity, not an ‘extra’.”