Picture: The Senior Lecturer in Social Work at the North West University (NWU), Dr Marelize Vergottini/Supplied 

By AGISANANG SCUFF

18 September 2025- At a time when teachers are often regarded as the unsung heroes of society, growing attention is being paid to the emotional burden they carry on a daily basis. The question is no longer whether teachers are under pressure, but rather how long they can withstand it without severe consequences for their own well-being and for the future of South Africa’s children.

The Senior Lecturer in Social Work at the North West University (NWU), Dr Marelize Vergottini cautioned that the emotional well-being of the teachers is in a state of crisis – one that can no longer be ignored. Vergottini said teaching has always been a challenging profession – a “calling”, as the saying goes – but in South Africa, it is currently taking an emotional toll on teachers that cannot be ignored.

“Teachers are the backbone of the education system, and play one of the most important roles in the future of our children, but they are expected to work in unbearable conditions.

“Their emotional welfare causes concern and many teachers leave the profession, which has far-reaching consequences. Let us be honest now: the conditions are extremely difficult – not just for the teachers themselves, but also for learners and the bigger education system,” she said.

Vergottini further said one of the most urgent challenges is workload. She added that teachers have been responsible for more than just teaching for a long time.

“They have to deal with an overflowing list of tasks: lesson planning, assessments, moderating, extramural activities, disciplinary interventions, parent meetings, committees and other administrative duties.

“The emphasis of the Department of Basic Education on accountability and performance measurement has unwittingly increased the pressure on teachers. Many teachers spend hours after school on paperwork and other tasks that leave them emotionally drained, with little time to rest and take care of family responsibilities,” said Vergottini.

She said inclusive education, although it is an essential and idealistic policy, adds another layer of complexity. Vergottini said classrooms are becoming increasingly diverse, with learners having a wide range of learning needs and barriers to learning – including physical disabilities, learning problems and psychosocial, emotional or behavioral challenges.

“Although the intention behind inclusive education is good, many teachers are not adequately trained and receive little support to meet these divergent needs. The lack of appropriate resources, specialist support and manageable class sizes leads to feelings of helplessness and frustration.

“Discipline is a major problem, with the rights of learners being totally overemphasised and little responsibility accompanying these rights,” she said.

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