Lessons from a mother, educator, and principal of St Teresa’s Junior Primary School on the quiet power of unstructured afternoons, cardboard castles, and the early roots of entrepreneurial thinking.
In a world filled with instant entertainment, glowing screens, and tightly packed schedules, the idea of letting a child be “bored” might sound strange, or perhaps even unkind, to many parents. However, boredom is not something to be feared. In fact, it might just be one of the greatest gifts we can give our children.
As a mother of four and the principal of St Teresa’s Junior Primary School, I’ve seen the power of boredom in action in both my own home and in our school environment. When my children were younger, our afternoons weren’t scheduled with endless activities, extra lessons, or screen time. They were filled with cardboard boxes, paper scraps, masking tape, crayons, and other ‘junk’ items. The crafts created were not Pinterest-worthy masterpieces, but rather messy, genuine, and joyful expressions of creativity. My children spent a great deal of time outdoors – they were blessed with a garden and Johannesburg’s beautiful weather. Sticks, stones, mud, water and various other natural elements were readily available for their imaginative play.
My house was often filled with blankets, cushions, and sheets that were constantly being turned into tents, castles, and pirate ships. There was noise and a touch of chaos, but also concentration, collaboration, and innovation. Those hours of unstructured time contributed to the confident, resourceful adults my children have become.
Three of my children are now working, finding success and fulfilment in their various fields: medical, financial, and engineering. My youngest is at university, studying engineering. He is what we affectionately call a ‘laat-lammetjie’. Due to the age gap and my own demanding work schedule, he has spent many hours entertaining himself. I smile when I see how easily he generates ideas, tackles new challenges, and sees opportunity where others might see boredom. In fact, in his first year at university, he’s already launched one small business and is working on a second. That kind of entrepreneurial drive doesn’t come from being spoon-fed entertainment; instead, it comes from having time and space to explore, experiment, and fail.
From boredom came creativity.
From creativity came confidence.
From confidence came a young entrepreneur.
When children are bored, their minds are given the space to wander, wonder, imagine, and create. It is in these moments that creativity and innovation begin to bloom. A cardboard box becomes a spaceship. A stick transforms into a wizard’s wand. A blank page turns into a comic book, a board game, or an invention. Boredom encourages children to solve problems, generate ideas, and direct their own play. I was watching a little girl in our school’s mud kitchen just the other day. She had “baked” chocolate cupcakes (a clever mix of mud and water) and was decorating them with “sprinkles” made of dry soil. No adult told her what to do, she invented it all by herself.
When children are left to decide what to do next, without step-by-step instructions, they are practising planning, organising, and thinking ahead. These executive function skills underpin academic success and emotional regulation. They are learning how to break a big idea into small steps, how to persevere when things go wrong, and how to keep going when there is no immediate feedback or applause. These are the building blocks of resilience, adaptability, and internal motivation – qualities that help children grow into capable, confident adults.
Allowing your child to be bored is not neglect:
It is allowing your child to grow in confidence,
It is saying that what they initiate and do has value
This is one of the best ways to boost self-esteem
As parents, we have an important role to play in this. We need to create an environment that allows this free play to take place. We need to allow certain sections of our houses, classrooms, gardens, and playgrounds to be a little ‘messy’ because children are allowed to play freely and without concern in them.
At our school, we use large foam blocks, ribbons, fabrics, masking tape, and other items that the girls use to build shops, animal clinics, homes, or whatever their imaginations inspire. During this type of play, the girls collaborate, create, and take ownership of their learning.
Over-scheduling children and constantly rescuing them from boredom can rob them of important developmental experiences. Many children today are overstimulated but underdeveloped in terms of problem-solving, patience, and emotional regulation. We should allow them to have unstructured, adult-free play to learn to negotiate, listen, debate, collaborate, lead, and follow. They become more emotionally resilient, socially skilled, and cognitively curious. These soft skills are essential in adulthood for building healthy relationships in the workplace and community.
When we stop filling every moment,our children start filling it with their own brilliance.
So, the next time your child sighs and says, “I’m bored,” try smiling and replying, “That’s wonderful.” Let them know that boredom is not something to be feared or a problem to be solved by an adult. It is something to be solved by their imagination. In the quiet spaces where nothing is planned, skills are being developed, and something extraordinary is waiting to be discovered!
St Teresa’s School is a well-respected independent Catholic school for girls, offering a dynamic and enriching education from Grade 000 to Grade 12. With campuses in Craighall Park (Grades 000–3) and Rosebank (Grades 4–12), we are known for our commitment to academic excellence, holistic development and social and global responsibility.
At our Reggio-inspired Rosebuds Pre-Primary for 3–5 year olds, each day is filled with wonder, discovery and joy. From outdoor adventures and sensory play to creative exploration and shared giggles, we lay the foundation for lifelong learning through curiosity, connection and play.
Rooted in tradition and guided by strong Christian values, St Teresa’s School provides a unique, caring and empowering environment where girls develop confidence, lead with compassion and become courageous, capable young women of tomorrow.
If you’re raising a neurodivergent child in South Africa, you’re already doing a lot.
Appointments. School meetings. Forms. “Can you just send that report again?” moments. The daily juggling act of home + school + therapy + life.
So when someone says, “You might be able to claim tax relief,” it can feel like one more admin mountain… right when you’re already running on fumes.
Here’s the good news: tax relief is available, and there’s a real framework designed to give families some breathing room.
The bad news is: it’s not always obvious how it works, and the internet is full of conflicting advice.
This guide will help you understand the basics without spiralling.
Tax relief is available in South Africa
South Africa’s tax system includes support for families who carry additional medical and care costs. The main mechanism is the Additional Medical Expenses Tax Credit (AMTC).
It’s not a cash payout. It’s a tax credit that reduces the amount of normal tax you pay.
For many families, it becomes a crucial “safety valve”, especially when you’re paying for the kind of support your child needs to function well in the real world.
Where neurodiversity fits into the SARS framework
SARS doesn’t have a neat category called “neurodivergence.”
Instead, conditions like Autism Spectrum Disorder (ASD), ADHD, and PDA are considered based on their functional impact, in other words, how much they limit day-to-day life.
For tax purposes, a “disability” is defined as a moderate to severe limitation in a person’s ability to function or perform daily activities (including learning, thinking, communicating).
If your child’s challenges create a moderate to severe limitation that is expected to last more than a year, your family may qualify for tax relief.
If the limitations are considered milder, the condition may fall under what SARS calls a “physical impairment.” (Despite the name, this category isn’t limited to physical conditions and can still apply in some neurodevelopmental contexts.)
Relief may still be available, but often with different thresholds and limits.
The common misunderstanding that trips parents up
One of the biggest myths is:
“If I have the diagnosis, we automatically qualify.”
Not necessarily.
SARS looks at whether the condition remains a significant limitation even after what it calls “maximum correction” (including appropriate therapy, treatment, or medication).
Because every child is different, eligibility is assessed case by case. Two families can have the same diagnosis and still have different outcomes depending on how the condition impacts daily functioning.
Which is frustrating, yes. But also: it’s why getting clarity early matters.
Why paperwork and medical confirmation matter (even if you hate admin)
The admin requirements can feel like adding weight to an already heavy load.
But they’re also the keys to unlocking tax relief.
A diagnosis label isn’t enough. You need formal medical confirmation from a registered practitioner who is trained to give an opinion on your child’s condition.
The key document is the ITR-DD form (Confirmation of Diagnosis of Disability).
Whether this form is required in your situation can depend on how your child’s needs are classified (which is exactly where many parents get stuck).
Important: you typically don’t submit the form with your annual return, but you must keep it, along with invoices and proof of payments, for at least five years.
SARS often verifies these claims, so having your paperwork organised from the start protects you later.
Think of it like this: a few clicks to save documents today can save you hours of stress later.
You don’t have to figure it all out today
If this feels complex, you’re not meant to decode it alone in between lunchboxes and meltdowns.
So we created a simple starting point for parents:
✅ Download the tax relief cheat sheet at www.dalza.com/tax-relief-cheat-sheet/ A clear summary of what you need to know (and what to gather), without the jargon.
Supporting a neurodivergent child requires enough time, energy, and emotional bandwidth as it is. Tax admin shouldn’t be another thing you have to white-knuckle your way through.
Start with the cheat sheet. Get the lay of the land. And take it one step at a time.
This content is provided for general information purposes only. It is not intended as legal, tax, or financial advice. Tax outcomes depend on individual circumstances, and eligibility for tax relief is assessed by SARS on a case-by-case basis. We recommend consulting a registered tax practitioner or qualified professional before submitting any tax claims
St Teresa’s School is a well-respected independent Catholic school for girls, offering a dynamic and enriching education from Grade 000 to Grade 12. With campuses in Craighall Park (Grades 000–3) and Rosebank (Grades 4–12), we are known for our commitment to academic excellence, holistic development and social and global responsibility.
At our Reggio-inspired Rosebuds Pre-Primary for 3–5 year olds, each day is filled with wonder, discovery and joy. From outdoor adventures and sensory play to creative exploration and shared giggles, we lay the foundation for lifelong learning through curiosity, connection and play.
Rooted in tradition and guided by strong Christian values, St Teresa’s School provides a unique, caring and empowering environment where girls develop confidence, lead with compassion and become courageous, capable young women of tomorrow.
The Development of Maths Anxiety – Common Challenges that Children Face
Studies show that at around age 8 children start losing their spontaneity and become more anxious about Maths. Why is this?
Maths is Unforgiving!
Maths measures us like no other subject and affects our self-esteem like no other subject. The perception is that if you are good at Maths, you are clever.
A Maths answer is either perfect or not. An answer of 7 x 7 = 50 is very close but very wrong. None of us like being put on the spot and being wrong.
Speed kills
Many children equate speed to intelligence. Pressure to give answers quickly often builds anxiety in children that need a bit more time.
Speed tests for basic facts are often counter-productive and serve to make the faster child quicker and the slower child even slower and more anxious.
Children who work slowly end up doing fewer sums and get caught up in a downward spiral. Developing understanding takes time.
When we emphasize speed only, we send the incorrect message that all problems should be solved quickly, which hurts children’s persistence on more complicated tasks.
Emphasis on Rote learning and memory
An over emphasis on rote learning impacts children that have a limited working memory and long-term memory.
Many of our ideas around teaching Maths revolve around memorising Maths information.
All of us differ in our ability to do that especially when what we must memorise has no meaning.
Negative messages about Maths by Parents and Teachers
Many of us send out messages of a fixed mindset. “I am just not good at Maths and will never be good at it. This is just the way I am!”
One often hears parents say: “I was never good at Maths, so it’s not surprising my child isn’t good either.” A growth mindset says that we can all become better through practice.
Ineffective Strategies
Many children have an over-reliance on counting.
This leads to problems in developing fluency for the four operations.
Poor number sense and an inability to estimate leads to difficulty in understanding place value. This in turn has a negative effect on children’s ability to develop effective strategies to do calculations fluently.
It is a common misconception that Maths is all about “rules” and procedures. Algorithms play a big role in Maths but a lot of it needs to be understood. Maths is about making sense of problems and understanding why particular strategies work.
Maths becomes tricky if we don’t Understand what the Symbols mean
Somewhere a young child is confronted with the fact that the number 7 on a clock can represent 7, sometimes 25 and at other times 35.
When working with money, two 50 cent coins equal a R1 coin.
When measuring length, we expect children to know that 100cm =1m.
All of this is very confusing for a young child if they don’t have conceptual understanding of what the symbols represent.
What can I as a parent do?
Here are a few simple ideas for you to think about.
Your Child first, Maths second
Know that your child is a little human being not a little human calculator.
We are human beings not human doings.
Our ability to do Maths does not define who we are.
Our ability to do Maths does not define our worth.
Our ability to do Maths does not determine whether we will be financially successful one day.
It is also true that Maths plays a big role in the school curriculum.
Battling with Maths is not nice. Full Stop.
Maths is a pathway to many careers.
It feels nice to be able to solve a Maths problem.
We firmly believe that all children can develop a good foundation in Maths.
Be Authentic
Know that you and your child are unique and that you both have your own unique gifts.
Take a firm resolution to never compare your child with other children.
All children develop differently and at their own pace.
There is no rush.
Regular opportunties for learning in an enabling environment gives your child the best chance.
You as a Mom are unique with your own talents and parenting style.
Take a firm resolution to never compare yourself with other Moms.
You don’t have to be a great Mathematician in order to be a great Maths Mom.
There is no Ceiling
Know that your beliefs determine everything. Isn’t it amazing and scary that the beliefs that we infuse in our kids will be the beliefs that they will most probably carry with them for the rest of their lives.
Children become what those around them believe them to be. The biggest gift that you can give your child is to help them develop a good feeling about themselves.
Your child knows more than what you think.
You know more than what you think.
Your child is capable of much more than what you might believe.
You are capable of much more than what you might believe.
At the end of the day how you interact with your child is foundational.
Read through these tips a few times and reflect on your belief systems around Maths.
In our next article we will look at specific topics in the curriculum and give you some pointers of how to help your child.
If you are interested in chatting further you are welcome to contact us at www.mikimaths.com
St Teresa’s School is a well-respected independent Catholic school for girls, offering a dynamic and enriching education from Grade 000 to Grade 12. With campuses in Craighall Park (Grades 000–3) and Rosebank (Grades 4–12), we are known for our commitment to academic excellence, holistic development and social and global responsibility.
At our Reggio-inspired Rosebuds Pre-Primary for 3–5 year olds, each day is filled with wonder, discovery and joy. From outdoor adventures and sensory play to creative exploration and shared giggles, we lay the foundation for lifelong learning through curiosity, connection and play.
Rooted in tradition and guided by strong Christian values, St Teresa’s School provides a unique, caring and empowering environment where girls develop confidence, lead with compassion and become courageous, capable young women of tomorrow.
“Our mission is to embark as many children as possible on a magical learning journey – giving them the best start in life and fostering a lifelong love of learning.” — Hans Jacob Sundby, Founder, Dibber International Preschools
Crowthorne, Midrand – Today marked the official opening of Dibber The Whisken. This brand-new early childhood development centre is situated in the heart of the Whisken Lifestyle Estate on Whisken Avenue. The new campus is the latest addition to Dibber’s growing family of international preschools in South Africa. It offers young children in the local community a nurturing and inspiring start to their learning journey.
Located in one of Gauteng’s vibrant residential hubs, Dibber The Whisken is set to become a cornerstone for families. It offers meaningful, values-driven early learning in a safe and stimulating environment. The school is led by principal Drew Ellis and her passionate team of educators. Bharti Daya, Dibber’s Pedagogy and Operational Lead for Montessori campuses in South Africa, provides pedagogical guidance.
With a global foundation across nine countries, Dibber is known for its heart-led early education. In South Africa, the network now spans 17 schools across Gauteng and the Western Cape. A new Western Cape campus opens in March. A franchise model will soon launch to expand access even further.
Dibber’s unique philosophy centres on nurturing the whole child, with a strong emphasis on the holistic development of the child. Every Dibber school is rooted in its local community. The curriculum combines global best practices with South African cultural richness and play-based discovery. Children are encouraged to explore, question, imagine, and connect. Engaged educators see and celebrate the individual strengths of every child.
“At Dibber, we believe children are the most important people in the world. That belief shapes everything we do – from how we build our classrooms to how we greet each child in the morning. With the opening of Dibber The Whisken, we’re so proud to extend this culture of care and curiosity to even more families,” said Lizelle ‘t Lam, Growth, Integration and Marketing Lead, Dibber South Africa.
The Whisken campus offers Montessori-inspired classrooms and interactive outdoor play areas. The daily rhythm balances structure with creativity. Parents benefit from Dibber’s emphasis on family partnerships, transparent communication, and values-based education.
Dibber invites all parents in the Midrand and greater Johannesburg area to explore what makes its schools different. Open Days and enrolment tours are available upon request.
St Teresa’s School is a well-respected independent Catholic school for girls, offering a dynamic and enriching education from Grade 000 to Grade 12. With campuses in Craighall Park (Grades 000–3) and Rosebank (Grades 4–12), we are known for our commitment to academic excellence, holistic development and social and global responsibility.
At our Reggio-inspired Rosebuds Pre-Primary for 3–5 year olds, each day is filled with wonder, discovery and joy. From outdoor adventures and sensory play to creative exploration and shared giggles, we lay the foundation for lifelong learning through curiosity, connection and play.
Rooted in tradition and guided by strong Christian values, St Teresa’s School provides a unique, caring and empowering environment where girls develop confidence, lead with compassion and become courageous, capable young women of tomorrow.
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