Slow but sure progress for May - School Investment Program
In the month of May we had some of our very own come and volunteer at RA.Engar school. Miss Jenna who works closely with volunteers and Miss Jenny from Care, joined us to be apart of our session finishing up ‘The fruits of the Spirit’ which is lead by our latitude group. The latitude group continues to be a tremendous help to the program. We also touched on the stories of Adam and Eve and Cain and Abel.
At Hlanganani our theme for Bible study focused on OBEDIENCE , around the story of Adam and Eve. Being obedient in our every day lives as well as being obedient to God. I have been encouraging the children to pray more as a group and as individuals. There has been amazing progress in that field. Each lesson we have more volunteers to want to open and close in prayer. For life skills we did a small awareness day for each grade on CHILD PROTECTION. Instilling in them that EVERY CONVERSATION MATTERS. How important it is to speak up no matter the situation.
Using the same theme for most of our schools, at Nobamba we also looked at obedience and how being obedient or disobedient can affect us. Moving forward, I asked the learners what they would like to learn more about. Life skills or bible studies. Their response was “to learn more about God”. So the goal is to teach life skills while going back to our basic stories and books of the Bible. How to apply Jesus solutions to our every day life.
For our Exodus group at Merlewood primary school we made our group a little smaller than when we had started. It has made a great impact to the group. Learners are more willing to open up and learn how to be better for themselves and their futures. We have started to pair each lesson with a constructive game that helps the students to understand lessons in a more realistic way.
Student Counselling with Marcella King
Throughout the month of May, our counselling sessions have focused on addressing the emotional struggles of children who feel that their voices don't matter and experience feelings of loneliness. These issues have been prevalent among several students across various grades.
Challenges
Sense of Isolation: Many students expressed feeling isolated and disconnected from their peers and even from their families.
Lack of Validation: A common theme among the students is the perception that their opinions and feelings are not valued or heard by others, leading to a diminished sense of self-worth and confidence.
Impact on Mental Health: The feelings of loneliness and insignificance have taken a toll on the mental well-being of these students, contributing to symptoms of anxiety, depression, and low self-esteem.
Progress
Counselling sessions have been conducted to provide a safe space for students to express their emotions and explore the underlying causes of their feelings of loneliness and insignificance.
Group therapy sessions (Project Exodus) for some learners have been organized to foster a sense of belonging and community among students facing similar challenges. These sessions aim to promote peer support, encourage open dialogue and a sense of belonging. Various empowerment activities, such as journaling, art therapy, and games related to topics have been implemented to help students develop coping skills, build resilience, and regain a sense of agency over their lives.
While progress has been gradual, there have been notable improvements in the emotional well-being of several students who have actively engaged in counselling. Many students have reported feeling more empowered to advocate for themselves and to seek support from trusted adults and peers. It is imperative to maintain ongoing support and follow-up sessions to reinforce positive coping strategies and address any emerging issues.
Collaboration with parents, teachers, and school administrators is essential to create a supportive environment that promotes empathy, inclusivity, and active listening. Implementing proactive measures, such as peer mentoring programs and social-emotional learning initiatives, can help prevent feelings of loneliness and insignificance among students in the future.
In conclusion, addressing the emotional needs of students who feel that their voices don't matter, and experience loneliness requires a multifaceted approach that emphasizes validation, support, and empowerment. By fostering a culture of empathy and belonging, we can create a school community where every student feels valued and heard.
The bible often encourages those feeling alone by reminding them of God’s presence and that he promises to never leave nor forsake them, Hebrews 13:5 , offers comfort and reassurance.
Genesis ECD support programme- Thulile
On the 18th and 29th of April I conducted support visits to 6 creches to do observations on how they are conducting teaching and learning at their creches. To also observe how they are doing with brainboosters and assist them with their teaching and learning. Also provided support to teachers on different challenges that they were facing.
On the 4th and 25th of May I conducted cluster trainings with Bhobhoyi cluster training on the 4th and Murchison cluster on the 25th. Teachers in both these clusters came in their numbers and they were really excited to be together in a cluster for the first time. They enjoyed being part of the training and were excited to learn and get refreshed on their knowledge. We started distributing posters to creches during the training and teachers were very excited to receive these and found them very useful.
We also went to Jai Hind Primary school for a counselling session with a grade 5 learner who was reported to have been crying the previous day and mentioned to be facing challenges at home.