PANDEMIC’S POTENTIAL TOLL ON CLASS OF 2020

It’s difficult to assume that these online materials will benefit all

NOT SINCE THE soccer bonanza of 2010 have our citizens shown such a spirit of unity in pursuing one goal.

This time around, however, the ball game has changed. The primary goal now is to flee from an unseen but deadly enemy.

We have to barricade ourselves, remain undercover, mask ourselves, and, for good measure, wash and sanitise ourselves like never before. In the face of an enemy so lethal that it has already targeted millions and wiped out thousands, we have no choice but to lock down and hide.

The Covid-19 scenario is both surreal and frightening and even as we trudge our way along this unknown tunnel of darkness and uncertainty, many new lessons will be learnt and it cannot be “business as usual”.

The impact of this lockdown, and all that happens beyond it, upon the approximately 10 million or so pupils in grades R to 12, will be significant and felt for years after. Our pupils, like the rest of us, are all preoccupied with fear and anxiety regarding Covid-19.

But our National Senior Certificate cohort – our matrics – have the unenviable “honour” of carrying a triple load of burdens: the very real fear of Covid-19; having to endure the pressures of trying to prepare for an exam that is extremely public and tolerating the third burden of meeting other people’s expectations.

The lockdown came at short notice, but the department of education nonetheless managed to get out some online lessons and materials. Some schools are supplementing this.

It’s difficult to assume that these online materials will benefit all socio-economic groups equally.

The greater concern, however, is for the majority group whose family’s daily struggle is for the basic need for food, water, sanitation, safety and shelter.

They have not the smart technology, living space either to study or maintain social distance, time nor adequate support, to keep up with curriculum demands in any meaningful way, in this period of enforced absence from school.

The final 12-month run-up to the matric examination, even under “normal times”, is riddled with anxiety, pressure and stress.

The pressure is ramped up even further by the bureaucracy all the way from the politicians, to district managers to school principals exhorting the pupils to excel at all costs.

Fastidious measures to ensure the safety of pupils upon reopening of schools is a must. The cramming of information into already troubled heads to tick off curriculum “workdone” boxes will have to give way to more insightful learning theory and learning styles-based curriculum coverage.

Given the unpredictability of the Covid-19’s spread in the days to come, coupled with pupils’ grave concern over adequate curriculum coverage, the education department would do well in giving some consideration to readjusting the matric final examination time frames.

Additionally, the departments of education should have an “all-handson-deck” approach in assembling a task team of psychologists, therapists and other relevant professionals to support our pupils, not only regarding factual knowledge but especially mental health issues.

These are extraordinary times calling for extraordinary measures of care, compassion and support.

Govender is an educational psychologist and former Circuit Manager and District Head of Special Needs Education

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