Children’s Mental Health Week – 09 February- 15 February 2026

Children’s Mental Health Week – 09 February- 15 February 2026

Children’s Mental Health Week

This Children’s Mental Health Week, PsySSA centres the voices of its Divisions to reflect on the realities facing children’s mental health in South Africa today.

Across the week, we will be sharing contributions from the DRM, SEPSA, and SD Divisions, offering diverse perspectives on the challenges, responsibilities, and possibilities for more responsive, ethical, and just care for children.

Together, these reflections invite us to pause, listen, and consider how psychology can meaningfully respond to the complex contexts shaping children’s lives.

 

CHILDREN’S MENTAL HEALTH CHALLENGES

“NO END IN SIGHT”

 

The Children’s Mental Health Week is an appropriate time to reflect on what extent we as collegial professionals have delivered on our previous mandate which we could have eloquently articulated around this time last year. In essence during the intervening period, how relevant and responsive have we been to current needs and circumstances?

Children’s Mental Health are impinged by a multiplicity of factors. This is borne out by Bronfenbrenner (1979). His Ecological Systems Theory is wide encompassing. Space does not allow an in-depth elaboration of his valuable theory. However, his emphasis on the environmental interaction between and among family, peers and school have great significance for Children’s Mental Health. Are intersections in the Microsystem amongst these three constructs contributory factors in respect of Children’s Mental Health?

The much-desired harmonious balance is at times shattered in the home. Ordinarily a safe haven for an intact family becomes the very place that disrupts the familial bond and turns it into chaos and instability. Hostile school circumstances further diffuse mental health difficulties. Negative peer pressure also plays a vital role in mental health reduction of children.

In the meantime, according to SAMRC (2025) Mental Health concerns are growing almost unchecked at an alarming rate:
• Depressive disorder (10.1%)
• Anxiety (6.7%)
• Post-traumatic stress disorder (17.6%)
• Suicide thoughts (10.1%)
• Substance abuse (33.17%)

This is by no means exhaustive. There is a myriad of other mental conditions. However, the above merely serves to highlight the scope of the problem. Let us briefly consider the impact on education and future opportunities.

While the above are well-known, let’s posit how the school may be an indirect source of aggravating Mental Health challenges among learners. At present this is intuitive. It may possibly generate further research.

The psychological profession, no less Educational Psychologists, need to press pause and examine the inferences of TIMMS (2019) and PIRLS (2021) studies. In TIMMS (2019), South African grade five pupils ranked among the lowest. This is the group who will be writing the grade twelve examination at the end of the 2026 year. Watch this space.

In PIRLS (2021), grade four learners landed bottom of the pile. A dismal repeat performance of PIRLS (2016). Further, it was concluded that almost (80%) of the 2021 cohort were unable to comprehend the simple narrative text.

The educational repercussions and the mental health implications are far-reaching.

Back at the ranch. Department of Basic Education, 2025, records an (88%) pass rate for NSC learners. Unsuccessful learners comprised (12%) of this pool which equated to 110 520 students.

Is this something to be really proud about?

While the classrooms burn, the Officials go on ‘fiddling”.

Dr N Chetty- SEPSA- Executive Member

SPOTLIGHTING ORGANISATIONS FOR CHILDREN’S MENTAL HEALTH WEEK

 

PsySSA and the PsySSA Student Division stand united in support of Children’s Mental Health Week. We recognise the importance of supporting the emotional, psychological, and social wellbeing of children across South Africa, as it is both necessary and urgent. Children’s mental health does not exist in isolation, it is shaped by individual experiences, as well as the systems, communities, and forms of support that are available to them. In honour of this week, we are spotlighting some organisations that are doing vital work to support children and their psychosocial well-being. These organisations play a critical role in creating safe, supportive environments where children can thrive.

We call on students, practitioners, and community members to engage with these resources, share them, and support their work in a collaborative commitment to advance children’s mental health.

Nationwide:

 

Gauteng:

 

KwaZulu Natal:

 

Eastern Cape:

 

Western Cape:

 

Limpopo:

Children’s Mental Health Week

 

Children do not always have the words to say how they feel, but their behaviour often tells the story.

Children’s Mental Health Week reminds us that mental health matters from the very start of life. Emotional well-being shapes how children learn, relate to others, cope with stress, and see themselves in the world.

Supporting children’s mental health does not require perfect parenting or all the answers. It starts with simple, everyday actions. Listening without judgement. Making space for feelings, even the uncomfortable ones. Offering safety, consistency, and reassurance.

When children feel seen, heard, and supported, they are more likely to thrive, not just now, but throughout their lives.

This week, let us talk openly about children’s mental health. Let’s challenge stigma, encourage compassion, and remind every child that their feelings matter.

Because strong minds start with safe spaces.

#ChildrensMentalHealthWeek
#MentalHealthMatters
#EveryChildMatters
#SupportingYoungMinds

 

Children’s Mental Health Week provides an opportunity to raise awareness regarding the emotional and psychological well-being of children and young people.  The mental health of children is influenced by cognitive development, emotional regulation, academic and social functioning. Thus, mental health influences how children understand their emotions, cope with pressure, cope with learning, and building relationships.  Research show that early mental health promotion and prompt intervention can lower the likelihood of unfavourable consequences later in life (WHO, 2021).  

Current challenges affecting children’s mental health include but not limited to academic pressure, exposure to social media, socioeconomic equality, family dynamics, and community violence. According to UNICEF (2022), these factors are likely to increase vulnerability to depressive symptoms, anxiety, trauma related disorders, and difficulties in behavior, if not addressed in time.  Globally, one in every seven 10-19-year-olds experience a mental condition, accounting for 15% of the global burden of illness in this age group (WHO, 2025). Children’s Mental Health Week emphasises the significance of preventative measures, access to psychological and child-centred mental health services.    

In South Africa, the Teddy Bear Foundation plays an important role in the prevention of children’s mental health and offer forensic assessments, therapeutic counselling, court preparations, and advocacy services for children affected by abuse and neglect. The Teddy Bear Foundation underscores the importance of trauma-informed care by focusing on both psychological rehabilitation and child protection.

Schools, early child care centres, including families, carry shared responsibility towards the care of children in society. According to WHO (2021), safe and inclusive schooling environments, trauma-sensitive practices,  and supportive teacher-learner relations can help children feel secure and understood. 

Children’s Mental Health 2026 calls upon researchers, clinicians, educators, and policymakers to work collaboratively to strengthen child protection systems and expand access to mental health services within the communities.    

References

Department of Social Development. (2019). National child care and protection policy. Government of South Africa.

World Health Organisation. (2021). Guidelines on mental health promotive and preventive interventions for children and adolescents.

UNICEF. (2022). The state of the world’s children: On my mind-Promoting, protecting, and caring for children’s mental health.

World Health Organisation. (2025).

Compiled by: DRM Committee

Disclaimer: AI was used to research and source publications and references

 

Time To Talk Day – 06 February 2026

Time To Talk Day – 06 February 2026

PsySSA: It’s Time to Talk

Conversation is connection. Time to Talk Day reminds us that conversation can change lives. Today, PsySSA amplifies voices from our PIPS and AID divisions – because listening, speaking, and connecting are acts of care, courage, and social justice.

Read the PiPS and AID contributions below:

 

Time to Talk Day: Social Media, AI, and the Quality of Mental Health Conversations

By Rekha Kangokar Rama Rao and Athena Clayton (AI Division)

 

Time to Talk Day calls for open, stigma-free conversations about mental health. Yet in a digital era shaped by social media and artificial intelligence (AI), many of these conversations now take place in online spaces that are governed less by care and more by platform, e-design, algorithms and engagement incentives. While this shift has expanded access and visibility, it also introduces significant risks to how mental health distress is expressed, received, and responded to. Questions of depth, psychological safety, and ethical responsibility become particularly urgent when mental health conversations are shaped by systems that reward speed, exposure, and emotional intensity rather than understanding and containment. These concerns are especially pressing in unequal contexts such as South Africa, where overstretched services and structural inequality mean that online conversations may carry more weight, and more risk, than they were ever designed to hold.

Within this landscape, social media can offer connection, validation, and a first step toward acknowledging distress. Platforms enable people to share lived experiences, find peer support, and connect with others who share similar experiences. It also plays a growing role in promoting awareness and acceptance of mental health conditions by sharing accessible information, challenging stereotypes, and correcting common misconceptions. Research suggests that online self-disclosure can reduce feelings of isolation and encourage help-seeking, especially among young people and marginalised groups (Naslund et al., 2016). In South Africa, where public mental health services are overstretched and unevenly distributed, these digital spaces can offer connection where formal care is inaccessible. For many, posting or engaging online becomes the first step toward acknowledging distress an outcome aligned with the aims of ‘Time to Talk’.

For example, a university student might post: “I feel like I’m falling behind in everything and I’m stressing.” A meaningful response is rarely about having the perfect words, but about offering safety and recognition: “I’m really glad you said something. You don’t have to carry this alone. Do you want to talk, or would it help if we looked at support options together?” In moments like these, a comment section can become the first space where someone feels seen, and that can be enough to prompt help-seeking.

AI-driven mental health tools further extend this accessibility. Chatbots and mental health apps offer anonymity, immediacy, and consistency, which can be appealing in contexts where stigma or fear of judgment prevents open discussion. Evidence indicates that some AI-based conversational agents can reduce symptoms of depression and anxiety in the short term by delivering structured psychological strategies such as cognitive-behavioural techniques (Fitzpatrick et al., 2017). From this perspective, AI can help people start talking sooner and access support more easily.

For example, a person who is overwhelmed at 2 a.m. might not be able to call a friend or visit a counselling centre, but they may be willing to open an app. A chatbot might guide them through a grounding exercise (“Take a slow breath in. Name five things you can see.”) or help them challenge spiralling thoughts (“What is the thought you keep returning to? What evidence supports it?”). While this is not the same as human care, it can offer a moment of steadiness and structure when emotions feel unmanageable.

On the other hand, increased conversation does not automatically translate into meaningful or safe engagement. Social media platforms are shaped by algorithms that reward visibility and emotional intensity rather than care or accuracy. Studies link high levels of social media use to increased depressive symptoms, anxiety, and harmful social comparison, particularly among adolescents (Twenge et al., 2018). Public disclosures of distress may attract empathy, but they can also invite dismissive or unkind reactions, moral judgement, unsolicited advice, or misleading mental health content that is not evidence-based. In this sense, social media can blur the line between support and spectacle, where personal distress is shared widely but not always held with care.

For example, a person might share that they are depressed and receive responses like: “You’re just looking for attention,” “Other people have it worse,” or “Stop being dramatic.” Even when replies are not intentionally cruel, they may still be dismissive or simplistic: “Just be positive,” “Just pray,” or “Go for a run.” Instead of feeling supported, the person learns that disclosure comes with risk, and that vulnerability is tolerated only when it is neat, inspiring, or easy to consume.

AI tools introduce further ethical and clinical concerns. While chatbots can simulate empathy, they do not possess true understanding or moral responsibility. Researchers caution that AI systems may fail to respond appropriately to complex mental health crises, including suicidality or trauma, where nuanced human judgment is essential (Bickmore et al., 2018). Issues of data privacy, surveillance, and algorithmic bias are particularly salient in societies marked by inequality. If AI tools are trained on data that do not reflect local languages, cultural expressions of distress, or socio-economic realities, they risk excluding or misinterpreting those most in need.

For example, someone might type: “I can’t do this anymore. I’m tired of everything.” A human listener may recognise the seriousness behind such a message and respond with care, urgency, and appropriate referral. An AI tool, however, may not always interpret context reliably, particularly when language is ambiguous, culturally specific, or emotionally complex. This highlights why AI can be useful for everyday support, but should not be treated as a substitute for professional or relational care in moments of crisis.

The central question, then, is not whether social media and AI are good or bad for mental health conversations, but whether they improve the quality of those conversations. ‘Time to Talk’ reminds us that talking is not simply about expression, but about being heard, understood, and supported responsibly. Digital tools can open doors, normalise discussion, and provide interim support, but they should not become substitutes for human connection or systemic investment in mental health care.

Ultimately, social media and AI should be treated as entry points rather than endpoints. They can open the door to conversation, but they cannot replace deep, responsible support and connection. ‘Time to Talk’ challenges us to think critically: are we simply talking more, or are we creating conditions where talking leads to dignity, connection, and meaningful support?

Time to Talk: Creating the Conditions for Meaningful Mental Health Conversations

By Moshibudi Molepo and Barry Viljoen

 

Talking about mental health matters…but how we talk matters just as much.

In South Africa, many people live with emotional distress in silence. Stigma, limited access to care, cultural expectations, and daily survival pressures can make it hard to speak openly or seek support. For some, silence becomes a way of coping, not because help isn’t needed, but because talking doesn’t always feel safe, welcome, or useful.

Time to Talk invites us to look beyond words and ask a deeper question: What helps a conversation about mental health feel possible, respectful, and meaningful?

Before people can talk, certain conditions need to be in place. Emotional safety matters. Power dynamics need to be acknowledged. Shame, fear, and cultural taboos must be held with care. Timing matters too, conversations work best when they are invited, not forced.

When conversations do happen, listening becomes more important than fixing. This means resisting the urge to reassure too quickly, reflecting feelings rather than correcting facts, and allowing space for silence. Often, being present is more helpful than saying the “right” thing.

Open conversations can reduce isolation and strengthen connection but they should not happen in isolation from support. In South Africa, organisations such as SADAG and LifeLine provide accessible, 24-hour telephonic and WhatsApp support, helping bridge the gap between home, community, and care. Knowing where to turn makes it easier to talk, and easier to listen.

Time to Talk is not about having all the answers. It’s about creating spaces where people feel heard, respected, and supported. Where help is visible and within reach.

Sometimes, the most meaningful thing we can do is listen well — and help someone know they are not alone.

Charting the Road to NHI: What Psychologists Need to Know Now – 3 February 2026

Charting the Road to NHI: What Psychologists Need to Know Now – 3 February 2026

Charting the Road to NHI: What Psychologists Need to Know Now

 

3 February 2026

As South Africa moves closer to the implementation of the National Health Insurance (NHI), it is essential for psychologists to understand the implications for practice, service delivery, and professional roles within the public health system.

The NHI represents a major reform in how health care is financed in South Africa towards achieving Universal Health Coverage. This workshop is aimed at psychologists to share information on the what the NHI is, and how practitioners fit into the reforms of the NHI.

The Psychology in Public Service (PiPS) Division of PsySSA invites members to an important engagement that will provide clarity on the current NHI landscape, anticipated developments, and what psychologists need to know and prepare for at this stage.

Date: Tuesday, 3 February 2026

Time: 17:00

Cost: Free

CPD Points: 1 General and 1 Ethics Point

Presenters
Dr Amilcar Juggernath

Dr Amilcar Juggernath

Dr Amilcar Juggernath is a Public Health Medicine Specialist. He is based in the NHI Branch of the National Department of Health working on accreditation of health care facilities, is appointed as an extraordinary lecturer within the Department of Public Health Medicine at the University of Pretoria, and is a board member of the Public Health Association of South Africa.

Prof Shabir Ahmed Moosa

Prof Shabir Ahmed Moosa

Prof. Shabir Moosa (MMed, MBA, PhD) is a Specialist in the User and Service Provider Management Cluster of the NHI Branch, National Department of Health, and Associate Professor at the University of Witwatersrand. Head of Clinical Unit for Family Medicine in Johannesburg Health District (2006–2025), he led the Chiawelo Community Practice—a model of Community-Oriented Primary Care (COPC) for NHI. He also coordinates the African Forum for Primary Health Care (AfroPHC).

Board Exam Preparation Workshop – 15 January 2026

Board Exam Preparation Workshop – 15 January 2026

Board Exam Preparation Workshop – 15 January 2026

Our first Board Exam Preparation Workshop takes place on: 15 January 2026 at 18:00 – 20:00

This FREE, interactive workshop is designed to support and guide future psychologists as they prepare for their board examinations.

Focus areas include:
Psychometry | Counselling | Research | Educational Psychology | Industrial Psychology (newly added)

Click the link below to register now and secure your spot!

Matric Matrix

Matric Matrix

Matric Matrix 

Its that time of the year when students, their families and friends focus on discussions around the matriculation examination results. It may be a time for celebration for many, and may be a time for disappointment for others who fail.

Failue may bring sadness, lowered self-esteem, guilt, self-blame, anger, and a host of other negative emotions. One needs to address these emotions and work towards a mind-set change, otherwise despondency and depression may follow.

There are many reasons why a student may fail. These include absence or inadequate educational resources, lack of family support systems, financial constraints, absenteeism of teachers, poor teaching methods, large classes, and so forth. On an emotional level, students may face high anxiety, low motivation and aspiration, high parental expectations, and poor time management due to family chores. Of course we also need to understand that personal factors play a part in failure. Amongst these are not studying consistently, paying more time to social life than academic pursuit, engaging in harmful substance use, absenteeism and behaviour that detracts from paying attention and concentrating.

Students who fail must understand that our journey of life has unexpected challenges, failure may be one of them. It is better to rise up from a fall, even if we feel hopeless, rather than remaining on the ground. The public and media focus on matric exams may make it appear to be the one and only chance in life. This is not true. Like other obstacles that we face in life, we need to realise that there are always ways around an obstacle. All we need to do is commit to finding and following the solutions.

There are opportunities to remark scripts, write supplementary exams, repeat the matric exam, or follow a vocational/technical orientation at a college. Seek the free academic support that is available at your school such as printed guides and past exam papers. There are also TV and radio tutorials, and EduHub, a free app., or through private tuition.

Let us draw inspiration from the following quote:

“Failure should not be our teacher, not our undertaker. Failure is delay, not defeat. It is a temporary detour, not a dead end. Failure is something we can avoid only by saying nothing, doing nothing, and being nothing.”

Denis Waitley

Matric Matrix

Beyond the Results: Navigating Life After Matric

If your matric results were not what you were hoping for, it is understandable if this moment feels confusing, disappointing, or overwhelming. But it may help to think of your career journey like a GPS navigation system. If you miss a specific turn, the GPS does not say the journey is over! It simply says “recalculating” and finds alternative routes. Some routes may take longer or look different, but they can still lead you where you want to go. In the same way, if your matric results aren’t quite what you were expecting, try reframing it as a detour, rather than your final destination.

As outlined by the Department of Basic Education and related guidance, there are multiple legitimate pathways forward for learners who wish to refine their results, pursue alternative education routes, or gain experience in the world of work. Progress after matric is often non-linear, and many meaningful careers are built through routes that look different from the original plan. Taking time to understand your options can help you move forward with greater confidence and less pressure.

Immediate academic adjustments

For learners who feel their marks do not accurately reflect their performance, or who narrowly missed a pass, there are short-term academic options available:

  • Remarking and re-checking
    Learners may apply to have their examination scripts re-marked or re-checked through their school or district office. This is particularly relevant where results are unexpectedly close to a pass threshold.
  • Supplementary examinations
    Supplementary exams are available to candidates who require a maximum of two subjects to obtain their National Senior Certificate (NSC), or who missed examinations due to medical reasons or family emergencies.

These options can provide reassurance that due process has been followed before moving on to longer-term decisions.

Upgrading and second chances

For learners who wish to strengthen their academic standing, several structured pathways exist:

  • Rewriting or upgrading subjects
    Learners may choose to rewrite specific subjects in order to improve their marks, deepen their understanding, or build stronger academic foundations.
  • Second Chance Matric Programme
    The Department of Basic Education’s Second Chance Matric Programme offers structured support through face-to-face tuition, radio and television broadcasts, and digital resources. The programme is designed to help learners meet the requirements for the NSC or Senior Certificate.
  • Re-enrolment options
    Learners under the age of 21 may re-enrol at a school to repeat Grade 12, while those over 21 can register as part-time candidates or enrol at Adult Education and Training (AET) centres.

Choosing to try again is not a step backwards. For many learners, it is a strategic pause that enables long-term success.

Alternative higher education routes

If a specific university degree path is temporarily blocked, this does not mean that higher education is no longer possible. Alternative routes can often lead to the same or similar outcomes:

  • TVET colleges
    Technical and Vocational Education and Training colleges offer practical, skills-based qualifications that are closely aligned with industry needs and employment opportunities.
  • Extended or foundation programmes
    Some higher education institutions offer extended degree or foundation programmes designed to support learners who need additional academic preparation before entering mainstream degree studies.
  • Diplomas and certificates
    Diplomas and certificates can serve as valuable qualifications in their own right and often allow for articulation into degree programmes at a later stage.

Vocational training and apprenticeships

For learners drawn to practical, hands-on careers, formal academic results may be less important than skills development and experience:

  • Apprenticeships
    Trades such as plumbing, building, electrical work, and carpentry offer apprenticeship opportunities, often from as early as Grade 10 completion.
  • On-the-job training
    Industries such as hospitality, retail, beauty therapy, and service sectors frequently offer entry-level positions where skills are developed through mentorship and experience.
  • Specialised short courses
    Fields such as photography, digital technology, performing arts, and creative industries may be accessed through short courses that do not always require a senior certificate.

Employment, gap years, and entrepreneurship

Entering the workforce or taking a structured gap year can provide valuable clarity and personal growth:

  • Work experience
    Entry-level employment can build confidence, independence, and practical skills, while also providing income to support future studies.
  • Driving licence
    Obtaining a driving licence significantly increases employability and access to opportunities in logistics, courier services, and transport-related fields.
  • Entrepreneurship and self-employment
    For learners with a product, service, or content idea, entrepreneurship — including online platforms — can be a viable, though demanding, pathway.
  • Structured gap years
    Volunteering, internships, or learnerships can help learners explore interests, develop networks, and make more informed career decisions.

When one path appears blocked, it is often only a single route that has closed — not the destination itself. Many people look back later and recognise that an unexpected result forced them to slow down, reflect, and choose more intentionally.

If your matric results differ from what you were expecting, it is important to pause and recognise this for what it is: a difficult moment, not a definition of your potential or your future. Many learners experience disappointment, anxiety, or uncertainty during this time of year. Please be gentle with yourself and recognise that these are all normal reactions when something you worked hard for does not turn out as planned. If you find that these feelings are becoming overwhelming, or that you are struggling to cope, reaching out for support can make a real difference. This might be a trusted adult, teacher, or caregiver. You can also contact the SADAG Destiny Helpline for Youth and Students on 0800 41 42 43 or South African Depression and Anxiety Group on 0800-12-13-14.

References

Department of Basic Education. (2025). Second Chance Programme: Giving you another chance at success! Retrieved from https://www.education.gov.za/Programmes/SecondChanceProgramme.aspx

Matric College. (2025). Matric advice for students who failed. Retrieved from https://www.matric.co.za/matric-advice-for-students-who-failed/

South African Government. (2026). Advice for learners who have not achieved a matric pass. Retrieved from https://www.gov.za/services/advice-learners-who-have-not-achieved-matric-pass