Understanding the systemic challenges behind academic performance
This year, a notable drop in science results at a local township high school has sparked concern. While learner ability is often blamed, a closer look reveals a combination of internal, systemic, and policy-related factors that may have contributed to the decline.
1. Forced Exit From the Science Stream
At the start of Term 1, several learners who had been in the science stream since Grade 10 were reportedly compelled to exit due to low performance. The school anticipated that these learners might struggle to pass Grade 12.
In previous years, some learners were able to move to less demanding streams and still achieve passing results. However, in this case, learners were allegedly pressured to switch streams, sometimes publicly labelled for their performance, and redirected to subjects such as Tourism, History, Mathematical Literacy, or Geography. This early disruption may have shaken confidence and motivation, setting learners behind from the outset.
2. Departmental Intervention and Reversal
Later in Term 1, the Department of Education discovered that learners had moved entire streams instead of individual subjects, which deviates from standard procedures. In Term 2, learners were returned to the science stream.
By then, the curriculum had advanced rapidly. With little time for remedial support, learners struggled to catch up and lacked a solid foundation for subsequent topics. This created an academic shock, especially for those attempting to cover multiple terms’ content at once.
3. Stigma and Class Division
Upon rejoining the science stream, learners were reportedly grouped into a lower-performing Grade 12 class, while another class was informally reserved for high achievers. Such divisions may have fostered feelings of exclusion, demoralisation, and peer pressure.
Internal conflicts also emerged as learners competed for access to preferred subjects or leadership responsibilities, such as managing uniform compliance, which created a tense classroom environment and distracted from learning.
4. Staff Miscommunication and Resistance
Reports suggest that miscommunication among staff contributed to confusion and disruption. For example, learners were temporarily permitted to wear black trousers, only to have the permission later revoked, causing financial loss and frustration.
There were also indications that long-serving teachers may have resisted new initiatives introduced by newer teachers, leading to clashes in teaching methods and inconsistent guidance. These tensions can directly impact learner discipline and confidence, as well as the implementation of innovative strategies.
5. Examination Irregularities and SBA Disruptions
Assessment-related issues further compounded the problem. During preliminary exams, a learner was reportedly found copying, resulting in the exclusion of School-Based Assessment (SBA) marks for multiple students in that subject.
Additionally, leaked Mathematics and Physical Sciences papers in Gauteng led to the removal of SBA marks, which normally account for around 25% of the final grade. Losing these marks removed a critical opportunity for learners to boost their final results, particularly for those already struggling.
6. Socio-Economic and Resource Factors
Many township schools face chronic resource limitations: overcrowded classrooms, insufficient labs, and lack of access to additional support such as tutoring or online learning. Learners may also contend with household responsibilities and financial pressures, making it harder to recover after academic disruptions.
Science subjects, in particular, require practical work and consistent support, so any gap in resources or teaching continuity disproportionately affects results.
7. Systemic Implications
The combination of stream changes, lack of support, classroom division, staff tension, and assessment irregularities suggests that the decline in results is less about learner capability and more about systemic disruption. Learners placed in a high-pressure, inconsistent environment are at risk of falling behind even if they are capable.
Conclusion
This case highlights how structural, administrative, and policy challenges can undermine academic performance. To prevent further declines, schools need learner-centred decision-making, transparent communication, and robust support systems, especially in township contexts where learners face multiple external and internal pressures.
Names, locations, and identifying details have been withheld to protect the privacy of learners and staff.