Annual exams can cause significant anxiety for many students as academic schedules become more intensive, the number of extra lessons increases, family conversations increasingly revolve around grades, and schools focus on achieving target metrics. For some Matric graduates, anticipating their further education can be exciting if they already have clear plans.
However, it is difficult to describe the typical student in South Africa given the serious issue of economic inequality and poverty that affects the country. The system of ranking by poverty quintiles in education creates very different learning conditions for children from poor and affluent families.
For most high school students, Matric results and financial constraints make higher education an inaccessible option. Imagine a student for whom the exam is a formality and who is applying for a scholarship, or whose family has invested in educational policy for university study. Compare this to another student who has suffered deprivation for years, studied in overcrowded classrooms with no library, experienced hunger, and had absent or unqualified teachers.
The centralized Matric examination system in South Africa requires children to take the same subject on the same day, yet their starting points differ radically. In such a situation, it is obvious that a student's well-being depends on who they are and where they started. For a student who has never been academically outstanding, for a student who studies hard but only scores 50%, or for a student with a learning barrier, the current culture of assessment seems less humane.
In some countries where quality assurance and accountability mechanisms are well-developed, there is a historically established public trust and integrity in internal assessments. Such systems use diverse assessment methods that allow students with different learning styles to demonstrate their knowledge. In these systems, the emphasis is on the student's ability and potential, not on quantity or scores.
Such systems also have highly effective schools and competent teachers, which unfortunately is not the case in South Africa's ailing education system. In such an extremely unequal education system, the standardized national Matric exam at least attempts to establish a common baseline of expectations, providing some protection against completely subjective or inconsistent judgments between schools. However, the educational legitimacy of the exams does not justify the negative social practices that have arisen around them over the years.
It is acknowledged that formal assessment serves several important functions in South African schooling. It establishes general standards by which performance can be evaluated across different schools and provides universities, employers, and the state with recognized proof of educational level. While maintaining standards is necessary, one must also be skeptical of the narrow assumption that exam results are a complete measure of competence or human potential. The problem is not that exams are important. The problem arises when they are given absolute significance.
The statement 'Just do your best' has different meanings. It implies that effort and ability translate into results roughly equally for everyone, provided the child tries hard enough. It is frustrating that when society celebrates Matric achievements, there is relatively little talk about whose competencies are recognized, whose circumstances are ignored, and what is happening psychologically to a child who already knows they are unlikely to be among the top performers.
UNICEF, the UN agency for children, notes that some stress is not inherently harmful, and moderate stress can motivate a student preparing for an exam. Excessive or uncontrolled stress, conversely, can affect mood, physical health, mental well-being, and relationships. It is important to understand that exam stress is socially conditioned.
The South African Depression and Anxiety Group (SADAG) defines pressure from parents, teachers, schools, and peers as factors that can intensify pre-Matric exam stress. Having contact details for this organization is crucial, as they provide free crisis support, public awareness, and patient rights advocacy services. Their 24-hour emergency SMS number is 31393, and the WhatsApp number for student support is 087 163 2030.
It is ironic in the context of South Africa that a culture designed to maximize academic achievement can sometimes create psychological conditions that hinder effective learning and put children at risk. As mentioned earlier, not every student approaches the exam from the same starting point. One child may be fortunate to have a quiet bedroom, Wi-Fi, extra lessons, transport, electricity, food security, and access to educated adults for help.
The experience of most is that they are forced to cope with overcrowded living quarters, household chores, transportation difficulties, financial instability, inadequate educational resources, or an unsafe social environment. Although the national exam may be standardized, the conditions under which students prepare for it are not. As a society, we must guard against careless public and media discussions about resilience that simply expect children to endure circumstances that we collectively failed to resolve.
We need to change our mindset. Parents should create conditions where their children can perform without believing that parental love or respect depends on their achievements. For schools, academic performance is important, but student well-being during the process is also a primary educational responsibility. Students should be reminded that results provide information about performance on specific grades and are not a complete measure of ability, worth, or future potential. The media can celebrate achievements in a way that avoids narratives implying that only exceptional grades constitute success.
South African schools should not have to choose between academic rigor and student well-being. Exams can remain demanding without becoming psychologically oppressive. There is a need to shift the focus from viewing Matric as a final verdict on a young person to viewing it as one significant moment in a much longer educational and life journey.
