Teachers provide emotional support during extramural activities in South Africa

Cebolakhe Zondo, a teacher and PhD candidate in Science and Technology Education, argues that pastoral care in South African schools extends beyond scheduled lessons into extracurricular activities.

Zondo observes that children often view clubs and sports as essential spaces rather than optional extras. While some students participate simply for the activity, others use these informal settings to find a sense of belonging.

For some children who feel they must shrink their presence in other areas of life, a club provides a safe environment to express opinions and take up space. The author notes that many schools treat pastoral care as a specific box to be checked during Life Orientation or in a counselor's office. However, children do not compartmentalize their emotional lives.

Teachers who lead sports practices, choirs, or clubs often hear more than technical instructions because students relax their guard away from desks and syllabi. Zondo suggests that educators should view these extracurricular roles as opportunities for care rather than just add-ons to formal teaching. By staying alert to unusual silences or intense reactions, teachers can identify students who may be carrying emotional burdens.

The author emphasizes that these relationships are honest forms of care that occur because the students do not feel like they are in a formal intervention.