Overcrowded classrooms, poor pay, and emotional trauma are driving South Africa’s teachers away. Urgent action is needed.
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The teaching profession has always been one of the main pillars within a thriving society. But today, in South Africa, it is a profession in peril.
Our teachers – those entrusted with shaping future generations, are burning out, under-resourced and, increasingly, walking away from the profession altogether, resulting in a brain drain.
At the Anton Lubowski Educational Trust (Alet), we engage daily with teachers across the country. What they share is sobering, from crime-ridden classrooms being extorted by gang leaders, to inadequate training, emotional exhaustion and chronic underpayment. These are not isolated incidents – they are part of a national crisis.
Many public schools in South Africa face staggering pupil to teacher ratios, with some teachers managing classrooms of over 50 pupils at a time.
In these overcrowded, noisy environments, individual attention is almost impossible and discipline becomes a full-time job in itself.
In the early childhood development space, the situation is just as concerning. Teachers are doing the best they can to look after children, often with genuine care and commitment. But many are not adequately trained in how children learn, leaving these children understimulated during the most critical years of their development.
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There are few, if any, safe places for children to play – either inside or outside – and space is severely limited. Many grow up without sufficient exposure to sunlight or access to healthy, nutritious food. These early deficits can have a profound and lasting impact, long before a child even reaches primary school.
Infrastructure adds another layer of adversity – think broken windows, pit latrines, a lack of running water and no text books. In many impoverished communities, multiple pupils share desks – if they’re lucky enough to have any.
Our schools are a reflection of their communities. Where drugs, crime and violence spill into neighbourhoods, they inevitably creep into classrooms. In these environments, teachers are not just educators, but they are also social workers, caregivers and security officers.
And yet, there is no formal support system in place for these teachers. No mental health infrastructure for teachers bearing the weight of systemic trauma. No hazard pay for schools operating under duress. Just quiet resilience and, sometimes, despair.
We are witnessing a worrying brain drain in the education sector. Fewer young South Africans are choosing teaching as a career. Why would they? Teachers are undercompensated. The training is outdated. And the respect the profession once commanded has dwindled.
Even those who do qualify are often not adequately prepared for today’s fast-changing world. Without continuous training and access to modern teaching tools, we are asking teachers to prepare pupils for a future they themselves aren’t equipped to navigate.
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We have to start asking ourselves some hard questions. The scene we just painted is not the case for all children, it is only the reality for our under-resourced communities, schools, families and children.
What form of learning for young children do I value? What difference does a good education play in the life of a person? Why is education so important?
Is the type of education that children are currently receiving adequate to make them active, caring, engaged humans? What can I do to begin making the same educational experience available for all children?
Policy reform is essential, but it is not enough on its own. We need real, visible support where it counts – inside classrooms and communities. At Alet, we believe the public can play a vital role in bridging the gap through small but powerful acts of solidarity.
Here’s how you can help:
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