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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.

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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

 

PsySSA Commemorates World Head Injury Awareness Day

PsySSA Commemorates World Head Injury Awareness Day

by | Mar 20, 2026 | Division of Neuropsychology and Forensic Psychology (DNFP), Mental Health Advocacy, Mental Health Calendar

PsySSA Commemorates World Head Injury Awareness Day

By PsySSA Division of Neuro and Forensic Psychology

This article is aimed at alerting healthcare professionals, and psychologists in particular, on the prevalence of head or brain injuries (these terms are often used interchangeably) in society.

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PsySSA Commemorates World Social Work Day – 18 March 2026

PsySSA Commemorates World Social Work Day – 18 March 2026

by | Mar 18, 2026 | Community & Social Psychology Division (CaSP), Mental Health Advocacy, Mental Health Calendar, The South African Society for Clinical Psychology (SASCP)

World Social Work Day 2026 | Psychology Meets Social Work

 

In commemorating World Social Work Day, PsySSA is pleased to share contributions from our Divisions, highlighting the vital intersection between psychology and social work in advancing community mental health.

We feature a visual contribution from the Community and Social Psychology Division (CaSP), which reflects on the importance of collaboration, the broader social determinants of mental health, and the shared goal of strengthening community wellbeing.

In addition, we share a video conversation from the The South African Society for Clinical Psychology (SASCP) Division, offering insight into the role of social workers, common misconceptions about the profession, and what it means to work within this critical field.

Together, these contributions emphasise that mental health care does not happen in isolation – it requires collaborative, interdisciplinary approaches that centre both psychological and social realities.

We invite you to engage with these contributions and reflect on the power of working together to support individuals, families, and communities.

 

Click here to view the video
PsySSA Commemorates Neurodiversity Celebration Week – 16-22 March 2026

PsySSA Commemorates Neurodiversity Celebration Week – 16-22 March 2026

by | Mar 16, 2026 | Division for Research and Methodology (DRM), Division of Neuropsychology and Forensic Psychology (DNFP), Mental Health Advocacy, Mental Health Calendar

Neurodiversity Celebration Week 

This week, PsySSA joins the global community in recognising Neurodiversity Celebration Week – a time to affirm the value, strengths, and diverse experiences of neurodivergent people.

Neurodiversity reminds us that differences in how people think, learn, and experience the world are natural variations of the human mind. Promoting understanding, inclusion, and dignity is essential to creating environments where everyone can thrive.

Throughout the week, we will be sharing insights and reflections from PsySSA’s AI, RCP, and DNFP divisions. These contributions will highlight research, professional perspectives, and lived experiences that deepen our collective understanding of neurodiversity.

Join us as we celebrate diverse minds, challenge stigma, and continue working toward a more inclusive and supportive society.

 

Click Here To Read South African Neurodiversity Guide

Neurodiversity Celebration Week

 

Neurodiversity Theme: Inclusion, Ethics, and Psychological Practice in South Africa

Neurodiversity Week 2026 (16–22 March) offers South African psychologists an opportunity not only to raise awareness, but to deepen our ethical commitment to inclusion, dignity, culturally-sensitive, and scientifically grounded practice. As professionals registered with the Health Professions Council of South Africa (HPCSA), our celebration of neurodiversity must extend beyond recognition—it must shape how we assess, diagnose, formulate, and advocate.

Neurodiversity reminds us that differences in attention, communication, learning, sensory processing, executive functioning, and motor coordination reflect natural variation in human brain development. At the same time, diagnostic frameworks such as the Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR), published by the American Psychiatric
Association (2022), and the World Health Organization International Classification of Diseases (ICD-11) (2019) continue to identify neurodevelopmental conditions that may involve significant functional impairment requiring support. Holding both realities, difference and disability is the ethical task before us.

Neurodiversity: Different Wiring, Equal Worth

The concept of neurodiversity, introduced by Judy Singer (1999) and further articulated by Nick Walker (2021), reframes neurological differences as part of natural expected human diversity. Within this paradigm, individuals with autism spectrum disorder, ADHD, specific learning disorders (including dyslexia and dyscalculia), intellectual disability, developmental coordination disorder, tic disorders, and communication disorders are understood as having brain structural and organizational patterns that are “wired differently.”

There is emerging evidence suggesting that even within diagnostic categories, there is significant variation, for example autism is not a single condition with one root cause, but is an umbrella term for a cluster of conditions with similar, although not identical, features. There is likely to be further subgroups identified in future research, leading to more targeted interventions. There are also suggestions that there is a relative under-diagnosis of neurodivergent patterns in communities that lack financial resources, typically those from Black communities.

However, different neurological wiring must not be grounds for exclusion.

  • Exclusion arises not from neurological difference itself, but from social environments that are structured around narrow cognitive norms. When schools demand uniform learning styles, when workplaces privilege rigid executive functioning patterns, or when therapeutic spaces assume neurotypical communication styles, systemic barriers emerge.
  • As psychologists, our responsibility is to identify not only different patterns of neurological processing and impairment, but also environmental mismatch.

HPCSA Ethics and Inclusion

The HPCSA’s General Ethical Guidelines for the Health Care Professions and Scope of Practice for Psychologists provide a clear framework for Neurodiversity Week reflection. Core principles include:

  • Respect for persons and human dignity
  • Non-discrimination
  • Beneficence and non-maleficence
  • Professional competence

These are not abstract ideals. They are practical and professional obligations.

When we use stigmatizing language, overpathologising difference, conflate socioeconomic and language disadvantage with cognitive impairment, or recommend unnecessarily restrictive placements, we risk contravening these principles as set by HPCSA.

Conversely, when we provide balanced diagnostic feedback, advocate for reasonable accommodation in a workplace, and contextualize functional challenges, we actively uphold ethical practice. Celebrating Neurodiversity Week therefore means aligning our Clinical work with our ethical commitments.

Neuropsychologists: Balanced Interpretation Matters

Neuropsychological assessment carries significant consequences for educational access, occupational opportunity, and self-concept.
Contemporary research indicates that conditions such as ADHD and autism involve differences in neural connectivity and developmental timing rather than simple deficits. Reports that emphasize only weaknesses risk reinforcing low expectations. Reports that ignore impairment may limit access to support.

During Neurodiversity Week, Neuropsychologists are reminded that balanced profiling should document strengths alongside challenges, supporting inclusion while maintaining diagnostic rigor.

Workable Sound Commitments for Neurodiversity Week 2026

As we mark 16–22 March 2026, it is essential for psychologists to continuously reflect on the following commitments:

  • Update assessment practices to ensure cultural and linguistic appropriateness.
  • Review report language for unintended deficit framing.
  • Strengthen CPD in neurodevelopmental science.
  • Engage in conversations about inclusive policy within schools and organizations.
  • Validate neurodivergent identity while addressing functional challenges.

Small shifts in language formulation, recognize differences and practice inclusiveness could have a profound impacts on dignity and belonging.

Beyond Awareness: A Professional Responsibility

Neurodiversity Week is not simply a celebration of difference; it is a reminder of responsibility towards society. Diagnostic clarity remains essential. Functional impairments are real and require structured support. Yet neurological difference does not diminish worth, capacity, or the right to participation in all aspects of broader society

For all psychologists registered with HPCSA; inclusion is embedded within ethical practice. Our role is not to eliminate difference, nor to idealize it, but to ensure that difference does not lead to exclusion but to understanding and inclusion. As we celebrate Neurodiversity Week 2026, may we reaffirm that different brain wiring is part of human diversity and that ethical psychological practice demands understanding, accommodation, and inclusion in society.

The Role of Psychologists during Neurodiversity Week

During Neurodiversity Week and beyond; each category of psychologist registered with the Health Professions Council of South Africa (HPCSA) could play a meaningful role in promoting awareness, inclusion and support.

The brief reflections below highlight possible intersections between neurodiversity awareness and the various categories of psychological practice. These links are offered in a spirit of professional reflection and do not constitute determinations of scope or regulatory guidance, which remain the responsibility of the HPCSA:

  • Neuropsychologist: Neuropsychologists Specialized category focusing on neuropsychological assessment, diagnosis and rehabilitation related to brain-functioning disorders. Relevant to neurodiversity where neurological functioning impacts cognition and behavior.
    Link: https://www.hpcsa.co.za/board/psychology/regulations.
  • Clinical Psychologist: HPCSA Psychology Scope Regulations – Clinical Psychologists Section. Registered to assess, diagnose and treat psychological distress and psychopathology using evidence-based psychological interventions.
    https://www.gov.za/sites/default/files/gcis_document/201409/34581rg9582gon704.pdf
  • Counselling Psychologist: Link: HPCSA Psychology Scope Regulations of Counselling Psychologists Section. Relevant to neurodiversity when addressing adjustment, identity and related psychosocial issues.
    https://www.gov.za/sites/default/files/gcis_document/201409/34581rg9582gon704.pdf
  • Educational Psychologist: Assesses and intervenes to optimize learning, development and barriers to learning across the lifespan; includes profiles that relate to neurodiverse conditions. https://www.gov.za/sites/default/files/gcis_document/201409/34581rg9582gon704.pdf
  • Research Psychologist: Conducts psychological research often contributing to knowledge on neurodiversity, Link: HPCSA Psychology Scope Regulations Research Psychologists Section
    https://www.gov.za/sites/default/files/gcis_document/201409/34581rg9582gon704.pdf
  • Industrial Psychologist: less directly neurodiversity-focused, but may assess and advise on workplace adjustment and functioning HPCSA Psychology Scope Regulations – Industrial Psychologists Section
    https://www.gov.za/sites/default/files/gcis_document/201409/34581rg9582gon704.pdf
  • Registered Counsellor (Psychological), identify needs requiring advanced assessment (e.g., neurodevelopmental concerns), and refer appropriately. Link: HPCSA Psychology Scope Regulations – Registered Counsellors Section
    https://www.gov.za/sites/default/files/gcis_document/201409/34581rg9582gon704.pdf
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AI as a prostethic or cage - AI and Neurodiversity podcast

https://drive.google.com/file/d/1deGrYRLMjD970Fqt5VXgJV015Y9kMWtL/view

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

 

Time To Talk Day – 06 February 2026

Time To Talk Day – 06 February 2026

by | Feb 6, 2026 | Artificial Intelligence Division (AID), Mental Health Advocacy, Mental Health Calendar, Psychology in Public Service (PiPS)

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?

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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.

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