Education is more than the mere transmission of knowledge; it is the foundation upon which societies build their future. However, for many pupils, the journey through education is fraught with challenges that extend far beyond the classroom. In South Africa, where socioeconomic disparities, gender-based violence, the lasting impacts of apartheid, and the Covid-19 pandemic continue to shape lived experiences, the need for a trauma-informed approach to education has never been more urgent.
The stakes couldn't be higher. Our country's National Development Plan 2030 recognises education as key to achieving socioeconomic equity. But how can we expect our children to learn effectively when their trauma goes unaddressed? How can we build a more equitable society without healing the wounds that perpetuate cycles of violence and disadvantage?
Evidently, trauma fundamentally alters how the brain develops and functions. When a child experiences adverse events — be it through exposure to violence, neglect or systemic inequities — their ability to learn, form relationships and regulate emotions is profoundly affected. These aren't mere theoretical concepts; they are realities we see daily in our classrooms, manifesting as behavioural challenges, academic struggles or quiet withdrawal.
At the Oprah Winfrey Leadership Academy for Girls (Owlag), we recognise that addressing these challenges requires a holistic approach. One key framework we have been exploring is the Adverse Childhood Experiences (ACEs) framework, which highlights the profound connection between trauma and educational outcomes.
The results have been transformative. We have seen improvements not only in academic performance but also in our students' emotional wellbeing and resilience.
As American psychiatrist Dr Bruce Perry aptly notes, “Childhood trauma uniquely influences brain development, shaping how children process information and interact with the world around them.” Perry’s assertion is particularly relevant in South Africa , where our children face significant trauma both at home and school.
The alarming statistics tell a devastating story — between July and September 2024 alone, 957 women were murdered in our country. Behind each of these numbers are children left motherless, families shattered and young minds grappling with unimaginable trauma. Furthermore, throughout any given year, and regrettably during the 16 Days of Activism Against Gender-Based Violence and Child Abuse, women and children continue to suffer abuse at the hands of their partners. In some instances, children witness this violence, with some boys reporting that they learnt to be violent from their upbringing during childhood.
In response to these challenges, Owlag has implemented a comprehensive Trauma-Informed Programme that integrates neuroscience, psychology and evidence-based practices. Drawing heavily on Perry's Neurosequential Model in Education , our approach emphasises understanding trauma's developmental impact on the brain and tailoring interventions to meet each learner's unique needs.
What does this look like in practice? Our classrooms integrate mindfulness and rhythmic exercises that promote emotional regulation. Our teachers receive specialised training to recognise trauma triggers and implement restorative practices rather than punitive measures. Most importantly, we develop individualised learning plans that consider each student's unique experiences and needs.
The results have been transformative. We have seen improvements not only in academic performance but also in our pupils’ emotional wellbeing and resilience. A pupil who once struggled with aggressive outbursts now leads peer meditation sessions. Another who barely spoke during her first year now confidently presents at school assemblies. These are not isolated success stories; they are evidence of what is possible when we prioritise healing alongside learning.
However, implementing trauma-informed education isn't without its challenges. It requires significant resources, ongoing training and a commitment to cultural responsiveness. In South Africa, where more than 13-million pupils depend on our basic education system, scaling such approaches demands careful consideration of our unique context.
Early childhood development is crucial in this approach. Research shows that the first 1,000 days of life shape a child's entire developmental trajectory. Yet services for our youngest children remain woefully under-resourced. By implementing trauma-informed practices early, we can prevent developmental delays and build resilience during these formative years.
We applaud the National Treasury's allocation of R1.5bn as the programme transitions from the department of social development to basic education. However, funding alone isn't enough — we must ensure these resources support trauma-informed approaches that address developmental delays and build resilience during these formative years.
Though this approach is relatively new to South Africa's education sector, its potential benefits warrant serious consideration and investigation. The challenges our education system faces — from gender-based violence to systemic inequality — demand innovative solutions that address both academic achievement and emotional wellbeing.
Our experience at Owlag demonstrates that trauma-informed education isn't just theoretical — it's a practical, effective approach to transforming lives. But we can't do this work alone. We need a co-ordinated effort across our education system, supported by policymakers, educators and communities. We need increased investment in early childhood development, teacher training and support services. Most importantly, we need to recognise that addressing trauma isn't optional — it's essential to achieving our educational goals and building the equitable society we envision.
As we continue celebrating the remarkable achievements of the grade 12 class of 2024, every education stakeholder must reflect on how we can build upon these successes. Therefore, the question isn't whether we can afford to implement trauma-informed education across the country. Given the challenges our learners face and the cost of inaction, the real question is: how can we afford not to?
The path forward is clear. By embracing and investing in trauma-informed practices, we can create schools that not only teach but also heal — nurturing resilient, capable leaders who will shape South Africa's future. Schools that don't just measure academic success, but nurture whole, healthy individuals. Schools that don't just prepare students for exams, but empower them to break cycles of trauma and build a better future.
• Ndebele is the executive director of the Oprah Winfrey Leadership Academy for Girls
For opinion and analysis consideration, email Opinions@timeslive.co.za
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