AS many matric learners sit down for their trial exam this week, the pressure to perform academically increases significantly. For many of these matriculants, this period serves as the pinnacle of years of hard work, while carrying the weight of family, school and community expectations about their future.

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Merebank’s Kiara Parsuram, who holds a master’s degree in social science specialising in community mental health promotion, believes that a matriculant’s performance is more than studying and achieving good marks. 

Representing more than themselves

Parsuram said that learners do not enter the examination room as isolated individuals. They represent the environments that influence their ability to concentrate, manage stress and perform at their best.

“The home environment, in particular, can play an important role during this period. Supporting a matriculant should extend beyond verbally encouraging them to study or reminding them of the importance of their examinations. Genuine support can also involve creating conditions that allow them to concentrate and prepare effectively,” she said. 

Creating this space does not mean that the entire household must halt its normal activities as families have their own responsibilities, social engagements and celebrations. 

Allowing matriculants to express themselves

Parsuram also highlighted the influence of traditional communities and family structures on how young people handle pressure.  

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“Traditional approaches to resilience can sometimes leave little room for a young person to express uncertainty, anxiety or discomfort. A matriculant who is struggling may not always feel comfortable saying so, particularly when they believe that admitting difficulty will be interpreted as weakness, disrespect or a lack of commitment,” she said. 

According to Parsuram, the pressure learners feel extend beyond the examination room. 

“Learners may be thinking about university admissions, career choices, finances and whether they will meet the expectations that have been placed upon them. Some may also be navigating family difficulties, social pressures or responsibilities outside of school,” she said. 

Supporting them in all aspects

Parsuram believes that support for matriculants should be both practical while offering emotional assistance, meaning the parent and guardians should recognise when a young person is struggling and foster an environment where they feel comfortable sharing those difficulties.

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There is immense pressure on matriculants to achieve specific results. While high expectations can be motivating, the fear of disappointing parents or guardians can become overwhelming.  

The reality is not every matriculant will achieve the marks they desired and will find their preferred university programme is no longer immediately accessible, while others might not qualify for their first-choice institution or may realise their planned career needs a different approach. These outcomes can be disappointing, but they are not necessarily final.

Creating conducive environments

This is where the support system surrounding a young person becomes particularly vital. Parsuram said that fear can influence the decisions young people make.

“When the consequences of disappointing others feel unbearable, some learners may hide their struggles, avoid asking for help or make choices based on escaping pressure rather than considering their long-term well-being and goals,” she said. 

The aim is not to remove every challenge from a young person’s path but to ensure they do not have to face those challenges alone. Behind every matric result is a young person still discovering not only their academic capabilities but also their identity and aspirations. 

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