Exams: Study Time vs Screen Time – Striking the Balance

Helping children to build a healthy relationship with technology, and knowing how much of what is enough, is challenging for parents under the best of circumstances. Exam time however throws a whole new spanner in the works, an education expert warns.

“While some parents might want to introduce new house rules or impose a total ban on screen time during important periods such as exams, that approach could be counter-productive,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education provider.

“However it is necessary to review and agree on how devices and especially social media will be used during this period,” she says, “and parents and guardians should play an active role in assisting young people to strike the right balance.”

Payne warns that parents will face a lot of resistance if they implement a total ban on social media interaction, which will not be conducive to a positive studying environment. 

“Matric and other exams are already very stressful, and social media can help learners and students unwind and let off steam by sharing their concerns, clearing up study material confusion and encouraging each other.

“A better approach would be to rather restrict social media during focussed 1-2 hour study sessions so concentration is not interrupted, and allow it during breaks – preferably away from the desk – in conjunction with a healthy snack and some fresh air.”

Payne says that in general, parents should assist their children to build a healthy relationship with technology from an early age, noting that technology has become an integral part of children’s lives.

“While there are of course dangers and concerns, technology has also brought many advantages and opportunities. Our children need to build a set of skills – hard skills and common sense ones – around technology as it will always be a huge part of their lives, whether when researching school work, investigating higher education options or searching for career opportunities, or whether for entertainment or engaging with social media contacts.”

She says that approaching technology positively and pragmatically right from the start can help families engage better.

“It can improve their resourcefulness, open up new avenues for learning and help them better understand how to manage social interactions. Parents need to be honest about their own concerns and should support and mentor their children by creating the right environment in the online world, as they would in the offline world.

“Encourage the learning, whether it is online or offline, but set boundaries and time limits on digital engagement, study methods (which should also include pen and paper and not just digital learning) and also digital social interactions during exam time. There are thousands of mobile apps and software applications that support learning in a fun and constructive way, and that can ensure that study time is in fact study time, and not Facebook time in disguise.”

Payne says there are 4 simple things parents can do to ensure healthy technology habits for life:

  • Create and schedule fun offline activities and spaces where the family can interact without technology.
  • Spend time with your younger children sharing your “tech time”. You can sit with them and create study notes or play an educational game together. This form of interaction can open up interesting discussions, in a natural way, and not feel like it is a forced conversation. The interest you show in your young child’s technology interactions will build a feeling of trust between yourselves and technology will be seen as a constructive tool for learning.
  • Respect your children’s privacy. This could be as simple as asking for their permission before you share and tag pictures of them online. If they don’t want you to do it, then respect their wishes.
  • Set boundaries (which the adults need to adhere to as well), for instance not interacting with technology during dinner or if someone is talking to you.

“Parents need to embrace our changed world and work with their children to encourage a balance between technology and the physical world,” says Payne.

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Matrics: use the calm before the storm to get your study options sorted

With the holidays almost over and preliminary exams on the horizon, Grade 12s are on the cusp of entering one of the most stressful periods in their school careers. The relatively calm few weeks they still have ahead of them should therefore be used to plan their post-school options, which will free up their physical and emotional energy so that they can wholly focus on doing their best in their final exams.

“Deciding what to study and where to study can be hugely stressful, particularly when you don’t have a clear idea of what you want to do with your life, which is the case for many thousands of learners,” says Natasha Madhav, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest private higher education provider.

“It is therefore important that learners don’t add this burden of anxiety when trying to prepare for exams. This can be avoided by taking the time right now to investigate their options and, ideally, already submitting their applications for the qualifications and institutions of their choice,” she says.

She says the most important advice she has for prospective students, given the difficult economic climate and associated challenges of finding suitable employment after graduation, is to look at qualifications and institutions that will prepare them for a specific career and the world of work.

Additionally, they should ideally line up at least one or two additional options, as they may find their circumstances and preferences having changed by the end of the year.

“The worst courses of action, are to sign up for an arbitrary qualification with no real understanding of how you can leverage it post-graduation, spending valuable time and money on something that may not lead to a career, or following your friends’ lead because you are not clear on your own aspirations,” she says.

Madhav says learners who don’t know what to study, should consider what kind of work they would find interesting, and then work backwards to determine a suitable qualification.

“It is also worth remembering that there are literally new fields and careers opening up every year – things that your teachers, parents and friends may not even have heard about,” she says.

“So don’t settle on a university and then only investigate what they offer in terms of qualifications. Do it the other way around – determine what you would like to do, determine what qualification would enable you to do that, and then find out which institutions offer that.”

If, for instance, a learner is interested in Game Design, it makes sense to find an institution that offers that qualification rather than doing a generic 3-year degree and then attempting to break into the industry thereafter.

Or if they are interested in brand management, to determine the best place where they can study this, rather than doing a general business undergraduate degree.

The same principle goes for a host of other career-focused fields, such as copywriting and communications, digital design and marketing, IT and networking qualifications, and business qualifications.

“The world of work is rapidly evolving, and to be competitive in the job market, candidates must try and match their qualification as closely as possible to the work they would want to do one day,” says Madhav.

“Making that determination takes time and clarity of thought in the face of all the options out there, which is why Matrics should make the best of the few weeks of grace they have left and get their future plans sorted now.”

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Bullying: What parents and schools can do

ARTICLE BY PROF RITA NIEMANN, NALIZE MARAIS, ZENDRÉ SWANEPOEL AND MONIERA MOOSA

Bullying is a great concern for both parents and schools. Here we outline a number of measures that can help them both parties deal with bullying.

Parents

When parents notice that their child is behaving differently – not wanting to go to school, using illness as an excuse, suddenly performing poorly at school or enuresis – and suspect bullying, they need to act immediately.

Firstly, they must determine where this is happing (at school, at a sports club, on social media, etc.) and who the perpetrator(s) are.

Secondly, if the bullying is taking place in an organised environment such as at school or sports club, the authorities need to be informed and requested to step in. They are legally bound to protect the rights of the child.

Thirdly, parents have the responsibility to equip their children to cope by:

  • Instilling the knowledge that children must take a stand and that they have a choice in allowing someone else to victimise them.
  • Assisting children to terminate relationships that are potentially harmful, such as blocking a person on social media.
  • Helping them to identify bullies and the different forms of bullying.
  • Creating a safe space for children to speak about what is happening to them.
  • Emphasising assertive verbal communication if threatened.
  • Building children’s self-concept.
  • Getting the help of a psychologist, if necessary, to counsel the victim.
  • Emphasising that respectful behaviour is always the best option and thus preventing retaliation.
  • Fostering problem-solving and conflict resolution skills with the focus on restoring damaged relationships.
  • Working collaboratively to solve the problem with their children so that they can feel reassured.

Schools

As bullying is a deliberate act to hurt someone, there must be consequences for the bully. Once teachers are aware that a bullying incident has taken place at school, the matter must be dealt with by:

  • Asking the victim to provide the names of the perpetrator(s), as well as the names of friends of the victim, as soon as he/she has calmed down.
  • Counselling the victim and finding out whether he/she has been injured and what effect the bullying or harassment has had on him or her.
  • Cultivating a “no blame” approach towards bullying or harassment.
  • Establishing punitive sanctions for both the bully and for any bystanders.
  • Developing a bullying code of conduct/bullying policy and informing learners of this.
  • Having designated teachers to deal with incidents of bullying.
  • Facilitating mediation and discussions with the victim and the bully, depending on the severity of the bullying.
  • Passing the responsibility to the bully or group of bullies to make sure that the problem is solved.
  • Ensuring that potential bystanders understand that they have a vital role to play during bullying incidents.
  • Letting the victims feel protected after they have reported the incident.
  • Encouraging learners to make suggestions on how they can contribute to alleviating the negative experiences of the victim.
  • Scheduling follow-up meetings to monitor the situation where each party has to share how things are going.
  • Informing the parents of both the bully and the victim about the incident/s.

The principal and teachers have a crucial role to play in directing learners towards becoming responsible citizens. They should create a safe and secure environment, establish a non-violent culture, and be good role models for all learners.

Reference

Niemann, R., Marais, N., Swanepoel, Z. & Moosa, M. 2016. Problem areas in schools In: Jacobs, M. Teaching-learning Dynamics, Johannesburg: Pearsons

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How iron deficiency fuels exam stress and compromises learner performance

As exam season approaches, students across the country prepare for one of their most challenging academic periods. Research reveals a critical yet overlooked element affecting student performance: low iron stores and anaemia and their profound impact on cognitive function and stress management, especially amongst school-going teens.

As part of the “Iron It Out” awareness campaign currently being rolled out across Cape Town schools, Cape Town Infusion Centre’s Sister Karin Davidson, the Infusion Room’s Sister Pippa Hime and dietitian Kath Megaw are highlighting the symptoms of low iron stores and/or anaemia and offering practical advice on how to combat and manage this common condition.

The global iron pandemic

One in four people globally may be experiencing the effects of anaemia during their most critical learning years, according to a 2021 study published in the medical journal, The Lancet. The World Health Organisation reports that the impact is particularly severe across African nations where an estimated 103 million children are affected by anaemia. In addition, in sub-Saharan Africa, the prevalence of anaemia has risen to 41.5% amongst non-pregnant women.

Iron deficiency and exam stress

The physiological impact of iron deficiency creates a perfect storm for academic underperformance amongst school-going children. Several factors compound exam stress: sleep deprivation during intensive study periods, poor nutrition as students prioritise study time over balanced meals, increased caffeine consumption which interferes with iron absorption, heightened anxiety about academic performance, and social isolation reducing support systems.

Iron deficiency compounds each of these stressors through direct neurological pathways:

Cognitive impact: Low iron stores with or without anaemia can cause a decrease in attention span and cognitive processing, poorer sensory perception functions and decreased emotional regulation. “The most common symptom is fatigue, but difficulty concentrating and mental fog are symptoms we see often in our practice,” says Sister Davidson.

Anxiety connection: There is a direct link between low iron stores/anaemia and increased anxiety levels. Iron plays a crucial role in producing neurotransmitters like serotonin and dopamine, which regulate mood.

“Since launching the “Iron It Out” campaign two months ago, every time we pose our questions about symptoms, we see a sea of hands raised – up to 50% of our audience,” says Sister Davidson, whose work encourages advocacy from teens to their parents, teachers and caregivers.

Physical symptoms include: Persistent fatigue and weakness, shortness of breath during normal activities, poor sleep, cold hands and feet, brittle nails and/or hair loss, and pica (unusual cravings for non-food items).

Cognitive and emotional symptoms include: Brain fog, difficulty concentrating, poor memory retention, increased anxiety and irritability, and feeling overwhelmed by previously manageable tasks.

Expert nutritional advice for high-stress periods

Kath Megaw, registered dietitian and founder of the paediatric practice, Nutripaeds, emphasises the necessity for robust nutritional support during exams. “Having a stress-responsive nutrition strategy is as crucial to preparing for exams as revision,” she says. 

Key strategies include:

  1. Stress-relieving foods: Pair iron-rich foods like meat, fish, poultry, lentils and spinach with vitamin C sources to boost absorption. Include magnesium-rich foods like nuts, seeds, and dark leafy greens to ease muscle tension and improve sleep quality.
  2. Smart meal timing: Start the day with protein, iron and slow-release carbohydrates. Plan small, regular meals every three to four hours to keep blood sugar steady. Choose light, nourishing options for late-night study sessions.
  3. Iron-rich foods for busy students: Boiled eggs with fruit, wholegrain wraps with chicken and spinach, lentil soup, trail mix with nuts and seeds, and smoothies with banana, nut butter and spinach.

Supplementation and treatment

Both Sister Davidson and Megaw agree that iron supplements and infusions can be life-changing when administered after conclusive blood tests. “Medical grade iron infusions effectively treat anaemia, while low iron stores can be corrected using supplementation once levels are above a certain threshold,” says Sister Davidson.

Oral Iron supplementation tips:

  • Take on an empty stomach with water or orange juice.
  • Avoid taking with tea, coffee, or high-calcium foods such as dairy, as these block absorption.
  • Combine iron-rich foods with stress-calming nutrients and steady meal timing.

“Our work advocates for patients to be aware of the value of healthy iron stores, to act when intervention is needed, and to maintain optimal levels thereafter, for both everyday life and during times of increased stress,” concludes Sister Davidson.

SIGN UP TODAY – IT’S 100% FREE

Know a school or organisation that would benefit from engaging in the Iron It Out campaign? email [email protected] or [email protected] to enquire and to book a workshop.

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