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PsySSA Commemorates World Down Syndrome Day – 21 March 2026

PsySSA Commemorates World Down Syndrome Day – 21 March 2026

by | Mar 21, 2026 | Division of Neuropsychology and Forensic Psychology (DNFP), Mental Health Advocacy, Mental Health Calendar, Society for Educational Psychology of South Africa (SEPSA), The South African Association for Counselling Psychology (SAACP)

TOGETHER AGAINST LONELINESS

What Educational Psychologists Must Do Differently

BY DR PAKEEZAH RAJAB, ON BEHALF OF THE SOCIETY FOR EDUCATIONAL PSYCHOLOGY OF SOUTH AFRICA

 

Placing a child with Down syndrome in a mainstream classroom does not guarantee inclusion. True inclusion means belonging, feeling known, valued, and genuinely connected to peers. This World Down Syndrome Day, we ask: are our schools producing presence, or producing belonging?

World Down Syndrome Day is observed on 21 March each year. This date is deliberately chosen to represent the triplication (trisomy) of chromosome 21, the genetic hallmark of Down syndrome. The 2026 theme, “Together Against Loneliness,” is not merely a compassionate slogan. It is a research-backed call to action.
Studies consistently show that children and young people with Down syndrome are at heightened risk of social isolation and loneliness, not because of their chromosomes, but because of how our environments, schools, and social systems are designed. As educational psychologists, school psychologists, and educators, we have both the tools and the obligation to change this.

Click here to read more

World Down Syndrome Day

Rekha Kangokar Rama Rao

World Down Syndrome Day (WDSD), observed annually on 21 March, is a global awareness day dedicated to promoting the rights, inclusion, and well-being of people with Down syndrome. The date (21/3) represents the triplication of chromosome 21, the genetic condition responsible for Down syndrome. In South Africa, this day provides an important opportunity to highlight the experiences of individuals with Down syndrome, raise awareness about their health and developmental needs, and promote inclusive policies that support their full participation in society.

Down syndrome is a chromosomal condition caused by the presence of an extra copy of chromosome 21, known as trisomy 21. This additional genetic material influences physical growth, cognitive development, and certain health outcomes (Antonarakis et al., 2020). Internationally, Down syndrome occurs in approximately 1 in every 700 live births (Bull, 2020). In South Africa, estimates suggest a similar prevalence; however, the data is outdated, as most studies were conducted during the 2000s (McGlinchey et al., 2025). This could be due to underreporting and inconsistent surveillance systems. Despite these limitations, research indicates that Down syndrome remains one of the most common chromosomal conditions affecting children in the country.
Children and adults with Down syndrome often experience a range of developmental and health challenges. These may include intellectual disability, characteristic physical features, and increased susceptibility to certain medical conditions such as congenital heart defects, hearing impairments, thyroid disorders, and vision problems (Bull, 2020). Studies conducted in South Africa have also identified congenital heart disease as one of the most common medical complications among children with Down syndrome, emphasising the need for early screening and specialised healthcare services (McGlinchey et al., 2025). Early intervention programs, including physiotherapy, speech therapy, and occupational therapy, can significantly improve developmental outcomes and independence.

However, the challenges faced by individuals with Down syndrome in South Africa extend beyond healthcare. Social stigma limited public awareness, and barriers within the education system often restrict opportunities for children with intellectual challenges. According to Statistics South Africa (2024), in the report generated in 2022, persons with disabilities are significantly less likely to complete schooling or access employment opportunities compared to the general population. This disparity highlights the importance of inclusive education policies and social support system that enable children with Down syndrome to reach their full potential.
South Africa has made important policy commitments to protect the rights of persons with disabilities. The White Paper on the Rights of Persons with Disabilities emphasises equality, dignity, and access to services for individuals with disabilities (Department of Social Development, 2016). The inclusive education initiative, guided by the Education White Paper 6 on Special Needs Education, aims to create a more inclusive schooling system that accommodates learners with diverse developmental needs. When implemented effectively, inclusive education can improve academic achievement, social integration, and long-term independence for learners with Down syndrome.

World Down Syndrome Day also highlights the importance of self-advocacy. Increasingly, individuals with Down syndrome in South Africa are speaking out about their rights, participating in community activities, and advocating for greater inclusion in education and employment (Down Syndrome South Africa, 2023). Their voices are essential in shaping policies and services that affect their lives, aligning with the global disability rights principle of “Nothing about us without us” (Koontz et al., 2022).
In conclusion, World Down Syndrome Day provides an opportunity for South Africans to reflect on progress made and the work that still lies ahead. While healthcare improvements and supportive services have enhanced the quality of life for many individuals with Down syndrome, barriers to education, employment, and social inclusion remain significant. Strengthening inclusive education, improving access to healthcare, and increasing public awareness are critical steps towards building a society where individuals with Down syndrome are respected, valued, and empowered to participate fully in their communities.

References
Antonarakis, S. E., Skotko, B. G., Rafii, M. S., Strydome, A., Pape, S. E., Bianchi, D. W., Sherman, S. L., & Reeves, R. H. (2020). Down syndrome. Nature Reviews Disease Primers, 6(1), 9. https://doi.org/10/1038/s41572-019-0143-7
Bull, M. J. (2020). Down syndrome. The New England Journal of Medicine, 382(24), 2344-2351. https://doi.org/10.1056/NEJMra1706537

Department of Social Development. (2016). White Paper on the Rights of Persons with Disabilities. Government of South Africa. https://www.gov.za/sites/default/files/gcis_document/201603/39792gon230.pdf
Down Syndrome South Africa. (2023). About Down syndrome. https://www.downsyndrome.org.za

Koontz, A., Duvall, J., Johnson, R., Reissamn, T., & Smith, E. (2022). “Nothing about us without us:” engaging at users in at research. Assistive Technology, 34(5), 499-500. https://doi.org/10.1080/10400435.2022.2117524
McGlinchey, E., Fortea, J., Vava, B., Andrews, Y., Ranchod, K., & Kleinhans, A. (2025). Raising awareness and addressing inequities for people with Down syndrome in South Africa. International Journal for Equity in Health, 24(10, 7. https://doi.org/10.1186/s12939-024-02349-3

Statistics South Africa. (2024). Prevalence of disability on the decline in SA. Pretoria: Statistics South Africa. https://www.statssa.gov.za/?p=17391

 

Down’s Syndrome and Issues Relevant to Neuropsychological Practice

 

Down syndrome (DS) is a chromosomal abnormality associated with intellectual disability. Biologically, DS is a genetic condition caused by the presence of an extra copy of chromosome 21, resulting in 47 chromosomes rather than the typical 46. For this reason, it is also referred to as trisomy 21. There is no compelling evidence indicating that factors such as nationality, ethnicity, diet, medication use, illness history, or upbringing influence the risk of this genetic disorder. Similarly, maternal behaviour during pregnancy has not been conclusively linked to the course of the disorder. However, advanced maternal age has been identified as a risk factor.

In addition to distinctive physical characteristics, individuals with Down Syndrome may experience social, emotional and psychological challenges which impact their educability, independent living (in adults) and employability. For example, symptoms of depression may increase with age as individuals integrate socially within adolescent and adult peer environments. More often than not, neurological conditions such as epilepsy may also occur as comorbid medical concerns requiring cognizance and understanding of how seizure disorders impact overall emotional, cognitive and social functioning. It is important to note that individuals with DS exhibit varying levels of intellectual impairment, which may create substantial barriers to independent participation in mainstream education, training and employment. Furthermore, with advancing age, some individuals with Down Syndrome may develop dementia thus requiring ongoing cognitive and behavioural monitoring.

During early childhood development, significant delays in speech and language development are often observed, and cognitive impairments may also become more apparent over time. Despite these challenges, children with Down Syndrome often display distinct cognitive profiles characterized by both strengths and weaknesses which should be carefully documented in neuropsychological assessments. These patterns of functional capacity are best identified through multidisciplinary assessments that include neuropsychologists and other healthcare professionals such as occupational therapists. In addition to reviewing the literature on DS, clinical exposure, supervision, and specialized training in Down’s Syndromes patient populations are essential for professionals seeking to develop a deeper and when work in these settings.

Against this background, several issues relevant to neuropsychological and forensic practice become apparent.

1. Competency
Individuals with Down Syndrome frequently demonstrate limitations in communicating effectively with their legal representatives, in understanding legal proceedings, and making informed decisions. These difficulties arise from characteristic intellectual and adaptive impairments that may reduce their ability to participate meaningfully in court processes or fully comprehend the consequences of legal actions. As a result, neuropsychological evaluations play an important role in determining competency to stand trial and participate in legal proceedings. Individuals with Down Syndrome may experience cognitive difficulties specific to memory encoding, retrieval, and narrative organization, often undertaken by neuropsychologists skilled in applying appropriate assessment instruments to these populations. Impairments in recalling specific details, sequencing events accurately, or differentiating between real experiences and suggestions provided during questioning may become apparent. As a result, forensic neuropsychologists must carefully evaluate memory functioning and the conditions under which testimony particularly in criminal situations was obtained to determine its reliability.

2. Suggestibility and Vulnerability
Studies suggest that individuals with Down Syndrome may exhibit increased suggestibility and compliance, particularly in stressful situations or when interacting with authority figures. This heightened suggestibility can increase the risk of unreliable testimony, false confessions, or manipulation during police interrogation in criminal matters. Difficulties in social cognition, combined with a strong desire to please others, may further increase vulnerability to coercion, exploitation, or abuse. Standard police interviewing techniques often places individuals with intellectual disabilities such as Down Syndrome at a disadvantage due to complex language used in rapid questioning, and the intimidating nature of questioning. Modified interview approaches, including simplified language, slower pacing of interview questions and the presence of trained support persons or intermediaries is often recommended.

3. Criminal Responsibility
The intellectual disability associated with Down Syndrome can affect an individual’s ability to form criminal intent (mens rea) or understand the wrongfulness of their actions. Forensic neuropsychological assessments must therefore consider developmental level, comprehension of legal concepts, and contextual influences and their interactive influences with functional brain status. In many cases, individuals with significant intellectual impairment may not meet the legal standards required for criminal responsibility. Careful forensic neuropsychological evaluations with documented strengths and deficits are therefore essential in determining the degree of responsibility and appropriate legal outcomes (Baird & McGillivray, 2022; Schalock et al., 2021).

4. Capacity
Individuals with Down Syndrome may experience limitations in decision-making capacity related to informed consent, financial management, and independent living. Assessments should evaluate the individual’s ability to understand relevant information, appreciate risks and benefits, and apply reasoning to real-life situations. Beyond cognitive testing, forensic neuropsychological evaluations assesses adaptive functioning, focussing on the skills required for practical, social, and conceptual capacities required for everyday life. Individuals with Down Syndrome typically show varying levels of independence in areas such as financial management, personal care, and social decision-making. Documenting adaptive functioning in objective and narrative formats is critical to assisting courts considering life-altering decisions such as criminal responsibility, guardianship, and capacity for independent living. Furthermore, neuropsychological assessments form a critical part of the broad determination about the need for guardianship, and other daily needs such as the capacity to consent to medical treatment, and identifying vulnerability to financial exploitation.

5. Risk of Victimization
Due to cognitive, adaptive, and social vulnerabilities, individuals with Down Syndrome are at an increased risk of victimization, including abuse, neglect, and exploitation. Forensic and clinical neuropsychological evaluations should therefore consider protective factors and identify potential risks within the individual’s social environment. Some individuals with Down’s Syndrome may experience difficulties with impulse control, emotional regulation, and social judgment. These challenges can occasionally contribute to problematic behaviours or misunderstandings in social situations that potentially lead to legal involvement. Forensic neuropsychologists are often required to conduct structured risk assessments to evaluate behavioural regulation in various scenarios and environmental influences, prognosticating on the likelihood of future behavioural incidents. Such assessments guide courts in determining appropriate supervision or support services.

Professionals from multidisciplinary settings must ensure that appropriate safeguards and support systems are in place to protect individuals with DS from harm (Baird & McGillivray, 2022; Gudjonsson et al., 2017).

Members: Prof Theophilus Lazarus (Chairperson); Dr Ann Watts (deputy Chairperson; Barry Viljoen
(General Secretary and Treasurer); Dr Louise Olivier; Dr Lindiwe Mabena; Dr Karl Swain; and Hendrina Mosima

References
Baird, J., & McGillivray, J. (2022). Intellectual disability and the law: Forensic issues. Current Opinion in Psychiatry, 35(2), 98–105.

Gudjonsson, G. H., Sigurdsson, J. F., & Sigurdardottir, S. (2017). Suggestibility and compliance in individuals with intellectual disabilities. Journal of Forensic Psychiatry & Psychology, 28(6), 807–820.

Roizen, N. J., & Patterson, D. (2023). Down syndrome. The Lancet, 401(10377), 1136–1150.

Schalock, R. L., Luckasson, R., & Shogren, K. A. (2021). The definition and classification of intellectual disability: An update. Journal of Intellectual Disability Research, 65(5), 429–441.

 

 

 

 

 

 

 

 

 

 

 

Members: Prof Theophilus Lazarus (Chairperson); Dr Ann Watts (deputy Chairperson; Barry Viljoen
(General Secretary and Treasurer); Dr Louise Olivier; Dr Lindiwe Mabena; Dr Karl Swain; and Hendrina Mosima

 

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

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

by | Feb 9, 2026 | Division for Research and Methodology (DRM), Mental Health Advocacy, Mental Health Calendar, Society for Educational Psychology of South Africa (SEPSA), Student Division (SD)

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

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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

 

Board Exam Preparation Workshop – 15 January 2026

Board Exam Preparation Workshop – 15 January 2026

by | Jan 12, 2026 | Board Exam Workshop, Division for Research and Methodology (DRM), Division of Registered Counsellors and Psychometrists (RCP), Events and Announcements, Society for Educational Psychology of South Africa (SEPSA), The South African Association for Counselling Psychology (SAACP)

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!

Click here to register
Matric Matrix

Matric Matrix

by | Jan 12, 2026 | Events and Announcements, Society for Educational Psychology of South Africa (SEPSA)

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

by | Jan 8, 2026 | Events and Announcements, Society for Educational Psychology of South Africa (SEPSA)

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

Board Exam Preparation Workshop – Save The Dates 2026

Board Exam Preparation Workshop – Save The Dates 2026

by | Dec 10, 2025 | Board Exam Workshop, Division for Research and Methodology (DRM), Division of Registered Counsellors and Psychometrists (RCP), Events and Announcements, PsySSA Announcements, Society for Educational Psychology of South Africa (SEPSA), The South African Association for Counselling Psychology (SAACP)

Board Exam Preparation Workshop – Save The Dates 2026

About this workshop

We’re excited to announce this year’s Board Exam Preparation Workshop series, designed to strengthen exam readiness for candidates across the psychology profession. Mark your calendars for our 2026 workshop dates:

15 January 2026 | 14 May 2026 | 10 September 2026

These sessions will offer a comprehensive, supportive, and engaging learning space for students and exam candidates in psychometry, counselling, research, educational, and – new this year – industrial psychology.

Through interactive and practice-oriented sessions, participants will unpack the structure of the board exam, explore core content domains, and strengthen the competencies required for success. The workshop also creates space for dialogue, clarity, and personalised guidance, helping each candidate cultivate the confidence needed to navigate the exam process with assurance.

We are proud to present this workshop as a collaborative initiative between our divisions:

  • The Division for Research and Methodology

  • The Society for Educational Psychology of South Africa

  • The Division of Registered Counsellors and Psychometrists

  • The South African Association of Counselling Psychology

This collective effort continues to affirm PsySSA’s commitment to advancing psychological science and practice in South Africa, upholding the highest standards of excellence, and empowering future professionals to contribute meaningfully to the well-being of our society.

More details will be shared soon – but for now, diarise the dates above to ensure you don’t miss out on this essential preparatory opportunity.