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