ON THE FRONTLINE: KHEALE HIGH TEACHERS SPEAK OUT ON LEARNER SAFETY AND CONDITIONS

By Tholakele Makena

•⁠ ⁠In rural Limpopo, veteran educators are calling for urgent intervention to address discipline, infrastructure, and abuse in schools.
•⁠ ⁠At a Department of Social Development community engagement, two long-serving teachers shared powerful stories of service, struggle, and deep care for their learners.
•⁠ ⁠Their voices reminded all stakeholders that education is not only about teaching—it is about protecting and uplifting children in every way possible.

In a community engagement convened by the Department of Social Development at Kheale High School in Mopani District, Limpopo, veteran educators Mr Nzama Mikasi and Ms Sewela Ramothwala spoke out on the urgent challenges facing learners and teachers in under-resourced schools. Their deeply personal reflections underscored the need for stronger support systems to protect both children and educators in the schooling environment.

With a combined 66 years of service between them, both teachers have become pillars of the Kheale High School community. Their stories, while rooted in different struggles, converged on a single truth: schools in rural communities are battling multiple layers of crisis, from child abuse to crumbling infrastructure and classroom indiscipline.

As he prepares to retire after 33 years in education, Mr Mikasi reflected on his journey with pride, but also expressed growing concern over deteriorating learner behaviour. “Learners are showing increasing levels of disrespect toward teachers,” he said. “We’ve involved the School Governing Body and called meetings with parents to address this issue. We’re hopeful that, through collaboration, we can find a positive way forward.”

However, disciplinary issues are not the only concern weighing heavily on his mind. Kheale High School, located in the Lebaka area and home to 512 learners from Grades 8 to 12, is also facing serious infrastructure backlogs—especially a critical shortage of school furniture.

“The shortage of tables is causing unnecessary conflict among the learners,” said Mr Mikasi. “Some end up stealing tables from others, which leads to fights. This is a form of physical abuse that we witness at school. We are pleading for assistance in improving our infrastructure and providing enough school furniture.”

Ms Ramothwala, who has also taught at the school for 33 years, highlighted another painful and often hidden crisis: the sexual abuse of learners. She explained that many children carry this trauma in silence, unaware of where to turn or how to seek help. “There are many learners here who have experienced sexual abuse. They often don’t know where to go or how to speak out,” she shared. “I believe that having programmes like this right here in our community can make a real difference. These initiatives give learners the knowledge, confidence, and support they need to protect themselves and others.”

She further emphasised the importance of going beyond the curriculum to build awareness on child protection, sexual abuse prevention, and mental health support. “Education should empower children to understand their rights, recognise abuse, and speak out. It cannot end at textbooks.”

The Department of Social Development, joined by other government stakeholders, used the engagement as a platform to listen to the concerns of educators and provide support. Officials shared resources on children’s rights, protection services, and psychosocial support available to schools and communities.

The session highlighted the critical role of educators, not just as teachers, but as protectors, counsellors, and community leaders. Mr Mikasi and Ms Ramothwala represent a generation of teachers who continue to serve with passion, even in the face of overwhelming odds.

Their appeal is clear: “Let us stand with teachers by investing in school infrastructure, restoring discipline, and creating safe, supportive environments for every child.”