Parktown High School for Girls’ newly elected Representative Council of Learners (RCL) for 2027 aims to create an environment where every learner feels heard, included and proud to belong.

Head girl Temitayo Oluwole and deputy head girls Thapelo Muambadzi and Sibusisiwe Phungula will lead the school’s learner leadership body, with a shared vision centred on service, sisterhood and meaningful communication.

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For the trio, leadership is about more than wearing a badge or holding a title. It is about being approachable, representing learners’ concerns and working alongside school management to make a difference.

Temitayo believes student leadership should put the well-being of learners first, with the RCL serving as a bridge between the student body and management.

She hopes to strengthen the school’s culture of sisterhood and pride by encouraging participation in sports and cultural activities, while creating inclusive opportunities for learners to celebrate their diversity.

An important part of her vision is improving communication around student suggestions, ensuring learners understand how their concerns are handled rather than feeling their voices disappear once they have been raised.

Through house representatives and junior councillors, she hopes to reach more learners and make leadership more accessible, particularly to those who may feel intimidated about speaking up.

Leadership through active involvement

Thapelo shares this commitment to giving learners a voice, saying her motivation comes from seeing students wanting opportunities to express themselves.

She hopes to strengthen RCL check-ins so that concerns are heard and addressed, while introducing initiatives that promote ‘Parktown Pride’ and encourage greater involvement in school life.

For her, effective leadership also means working behind the scenes, helping others and ensuring junior councillors are included in projects and given responsibilities that allow them to contribute meaningfully.

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By improving communication between learners and teaching staff, she hopes to build greater trust and ensure that important information reaches everyone.

Accountability and driven change

Sibusisiwe, meanwhile, wants to use communication to create meaningful change and encourage learners to recognise the value of their own voices.

She plans to prioritise concerns according to how frequently they arise and how many learners they affect, ensuring student perspectives are represented during discussions with school management.

She is also interested in using film and media to raise awareness of social issues, creating opportunities for learners to engage with topics beyond the classroom.

For Sibusisiwe, stepping into a more visible leadership role means being willing to listen, accept feedback and remain accountable through consistent action.

Although each leader brings her own strengths and ideas, the trio shares an understanding that representing learners comes with responsibility.

From navigating academic and extracurricular pressures to resolving concerns collaboratively, they hope to create an environment where learners can thrive without feeling they have to face challenges alone.

As they prepare for 2027, their message is clear: school leadership should not be about standing above fellow learners, but standing alongside them.

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