A heated discussion has emerged among parents, learners and teachers following a principal\u2019s directive for Grade 12 learners to discontinue all extramural activities for their matric year. <\/p>\n\n\n\n
The issue was first raised on social media by Kim Comely, a concerned community worker, who expressed dismay over the instruction.<\/p>\n\n\n\n
\u201cI was contacted by parents whose children were told by the principal to stop all extramurals in Grade 12,\u201d she wrote. \u201cThe parents want to follow the principal\u2019s advice, but the children are so upset.\u201d Comely\u2019s post sparked debate about whether such a measure helps or harms learners. <\/p>\n\n\n\n
Illana van der Berg, another parent who joined the conversation, criticised the approach, calling it detrimental to learners\u2019 well-being. \u201cThat is the worst thing you can do to a Grade 12 [learner]. How are they supposed to be balanced individuals if they can\u2019t be active and creative? Also, some learners\u2019 only coping mechanisms are extramural activities. They can lessen the activities going into June in preparation for trial exams.\u201d<\/p>\n\n\n\n
Lizwi Nyandu, who works with the Arts in Schools programme, highlighted how similar policies have already impacted arts education. \u201cEven with our Arts in Schools programme we\u2019re restricted from offering classes to Grade 11 and 12 learners. My concern is that talented creatives are missing out on opportunities just because they are in these grades. Cultural fatigue is a real issue; learners are constantly focused on academics without engaging in other enriching activities. We need to start a conversation with the principals about this.\u201d<\/p>\n\n\n\n
Comely pointed out that there are schools that take a different approach, encouraging balance rather than eliminating extramurals. \u201cAt Camps Bay quite the opposite was advocated. They emphasised the importance of staying active, engaged, and balanced.\u201d<\/p>\n\n\n\n
Many parents and teachers agreed that while matric is an important year, cutting out all non-academic activities could lead to burnout. <\/p>\n\n\n\n
Extracurricular activities, such as sports, arts and cultural programmes, offer learners an outlet for stress, encourage physical fitness and develop important life skills. <\/p>\n\n\n\n
\u201cWe understand the academic pressures of matric, but completely removing creative and physical outlets seems extreme,\u201d Van der Berg emphasised. \u201cStudents need balance.\u201d <\/p>\n\n\n\n
Nyandu added that these policies could stifle opportunities for learners who excel in fields beyond academics. \u201cSome of these (learners) may be future artists or athletes,\u201d he said, \u201cand cutting them off from their passions during a critical time isn\u2019t fair.\u201d<\/p>\n\n\n\n
The conversation has sparked calls for more dialogue among school leadership, parents and learners. <\/p>\n\n\n\n
Nyandu suggested a collaborative approach: \u201cWe need to engage principals directly and find a way to support students academically without stripping away their holistic development.\u201d <\/p>\n\n\n\n
Comely urged schools to reconsider blanket policies that may cause unnecessary distress. \u201cIt\u2019s about finding a balance. Our children are already under immense pressure; let\u2019s not take the few things away that bring them joy.\u201d<\/p>\n\n\n\n
As the debate continues the broader question remains: should schools enforce strict academic-only policies for matric learners, or should they encourage a more balanced approach to support both academic success and mental well-being? <\/p>\n\n\n\n
A heated discussion has emerged among parents, learners and teachers following a principal\u2019s directive for Grade 12 learners to discontinue all extramural activities for their matric year. <\/p>\n\n\n\n
The issue was first raised on social media by Kim Comely, a concerned community worker, who expressed dismay over the instruction.<\/p>\n\n\n\n
\u201cI was contacted by parents whose children were told by the principal to stop all extramurals in Grade 12,\u201d she wrote. <\/p>\n\n\n\n
\u201cThe parents want to follow the principal\u2019s advice, but the children are so upset.\u201d Comely\u2019s post sparked debate about whether such a measure helps or harms learners. <\/p>\n\n\n\n
Illana van der Berg, another parent who joined the conversation, criticised the approach, calling it detrimental to learners\u2019 well-being. <\/p>\n\n\n\n
\u201cThat is the worst thing you can do to a Grade 12 [learner]. How are they supposed to be balanced individuals if they can\u2019t be active and creative? Also, some learners\u2019 only coping mechanisms are extramural activities. They can lessen the activities going into June in preparation for trial exams.\u201d<\/p>\n\n\n\n
Lizwi Nyandu, who works with the Arts in Schools programme, highlighted how similar policies have already impacted arts education. <\/p>\n\n\n\n
\u201cEven with our Arts in Schools programme we\u2019re restricted from offering classes to Grade 11 and 12 learners. My concern is that talented creatives are missing out on opportunities just because they are in these grades. Cultural fatigue is a real issue; learners are constantly focused on academics without engaging in other enriching activities. We need to start a conversation with the principals about this.\u201d<\/p>\n\n\n\n
Comely pointed out that there are schools that take a different approach, encouraging balance rather than eliminating extramurals. \u201cAt Camps Bay quite the opposite was advocated. They emphasised the importance of staying active, engaged, and balanced.\u201d<\/p>\n\n\n\n
Many parents and teachers agreed that while matric is an important year, cutting out all non-academic activities could lead to burnout. <\/p>\n\n\n\n
Extracurricular activities, such as sports, arts and cultural programmes, offer learners an outlet for stress, encourage physical fitness and develop important life skills. <\/p>\n\n\n\n
\u201cWe understand the academic pressures of matric, but completely removing creative and physical outlets seems extreme,\u201d Van der Berg emphasised. \u201cStudents need balance.\u201d <\/p>\n\n\n\n
Nyandu added that these policies could stifle opportunities for learners who excel in fields beyond academics. \u201cSome of these (learners) may be future artists or athletes,\u201d he said, \u201cand cutting them off from their passions during a critical time isn\u2019t fair.\u201d<\/p>\n\n\n\n
The conversation has sparked calls for more dialogue among school leadership, parents and learners. <\/p>\n\n\n\n
Nyandu suggested a collaborative approach: \u201cWe need to engage principals directly and find a way to support students academically without stripping away their holistic development.\u201d <\/p>\n\n\n\n
Comely urged schools to reconsider blanket policies that may cause unnecessary distress. <\/p>\n\n\n\n
\u201cIt\u2019s about finding a balance. Our children are already under immense pressure; let\u2019s not take the few things away that bring them joy.\u201d<\/p>\n\n\n\n
As the debate continues the broader question remains: should schools enforce strict academic-only policies for matric learners, or should they encourage a more balanced approach to support both academic success and mental well-being? <\/p>\n","protected":false},"excerpt":{"rendered":"
A heated discussion has emerged among parents, learners and teachers following a principal\u2019s directive for Grade 12 learners to discontinue all extramural activities for their matric 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