By Dr Khido Ramadie

The decision of the Department of Basic Education to invest in psychosocial support for learners and educators is both timely and necessary.

Schools increasingly face the effects of anxiety, trauma, socioeconomic hardship and behavioural challenges that directly undermine teaching and learning. Without adequate psychosocial support, these challenges manifest as poor academic performance, absenteeism, classroom disruption and educator burnout.

Psychosocial support is particularly important for boys, whose emotional needs are often overlooked. As was highlighted by MEC Viola Motsumi, rising levels of gangsterism, aggression and risky behaviour among boys point to deeper psychosocial challenges such as unresolved trauma, identity struggles, peer pressure and lack of positive role models.

When these issues are not addressed, they disrupt school environments and negatively affect both the boys involved and their peers. Targeted psychosocial support can help those boys to develop emotional regulation, positive coping strategies and a sense of belonging, reducing antisocial behaviour and promoting constructive engagement in school.

For learners overall, psychosocial support improves concentration, motivation and academic engagement. Educators benefit through reduced stress and improved classroom management, while parents are better supported through strengthened collaboration between school and home.

Given the strong link between psychosocial well-being, learner behaviour and academic outcomes, this initiative is urgent. With sustained implementation and support from institutions such as the North-West University (NWU), psychosocial support has the potential to create safer, more inclusive and more effective school communities.

Dr Khido Ramadie, educational psychologist at the NWU