Three Ways to Empower Students in their Tertiary Application Quest

As the academic year concludes, Grade 12s nationwide are on the brink of making life-altering decisions about their future paths. The multitude of careers, tertiary qualifications and higher education institution options can induce overwhelming stress, emphasising the need for collaborative decision-making. In this crucial journey of tertiary applications, the guidance of parents, counsellors, and peers becomes pivotal to ensuring school leavers are making informed and confident choices.

According to the data provided by The South African Institute for Advancement (2021), South African universities are only able to accommodate 18% of matriculated students and out of that amount, a staggering 47% will drop out during their studies. Parents and advisors, therefore, play a huge role in supporting learners so that they not only get accepted but also fully complete their studies.

The Earlier the Better

The first hurdle learners often face is the delay in initiating the application process. As Atelisha Harilal, Head of Marketing and Student Recruitment at STADIO explains, waiting until after exam results are released may lead to missed opportunities as limited positions in high-demand programmes are quickly filled.

“The administrative complexity of the application process, coupled with the scarcity of positions in public higher education institutions in South Africa, underscores the importance of early planning,” she warns.

Parents play a pivotal role here, in guiding learners from an early stage. Harilal advises starting discussions around subject choices as early as grade 10. “Conversations about interests, skills, and future goals set the foundation for informed decisions. However, it is crucial that these discussions are honest and non-pressured as this will ensure learners enter Grade 11 with a well-defined plan and a variety of options,” she says.

Learners are advised to do thorough research on institutions such as STADIO which have a transparent application process and eliminate the confusion often found at other institutions.

Avoid Peer Influence and Misconceptions

Peers can also significantly impact application decisions, with learners’ choices often swayed based on which institutions their friends have chosen. However, this should never be the primary factor influencing decisions.

“It is important that learners and their parents understand the selection process as academic success alone usually does not guarantee acceptance. Parents need to educate themselves on various selection criteria, including specific subject requirements,” advises Harilal.

Those students who have not applied, or who have not been accepted to their first choice should not lose hope either. Harilal explains that public universities are not the be-all and end-all of tertiary studies and with the right parental support, these students too can find the right path for them.

Parents are encouraged to actively embark on their children’s academic journeys, at every stage, and encourage that all is not lost.Explore the institution’s website and help them consult with student advisors to help lead to positive, well-thought-out decisions, crucial for success in the life-shaping process of tertiary education choices. While involved parents are invaluable, Harilal again emphasises the importance of allowing pupils to find their own voices, as opposed to the voices of their parents or their peers, to ensure a higher chance of success.

Build a Supportive Community

Harilal believes in the proverbial ‘it takes a village’ approach. Encouraging knowledge sharing within communities empowers parents and learners to have critical conversations about career choices. Seeking advice from institutions offering free career guidance, attending open days, and interacting with academic teams are essential steps in making well-informed decisions.

“Seeking guidance from a student advisor can really help navigate the complex terrain of career choices. Student advisors possess up-to-date information about various industries, emerging trends, and the educational requirements for different careers. Their insights empower students to align their interests, skills, and goals with suitable academic and vocational options, ensuring a more targeted and successful career trajectory,” explains Harilal.

By encouraging knowledge sharing within communities, student advisors contribute to a supportive environment where parents can engage in critical conversations with their children, fostering a collaborative approach to educational and career planning. This collaborative effort ultimately enhances the likelihood of pupils making better-informed decisions that align with their aspirations and the demands of the ever-evolving job market.

As Benjamin Franklin famously said, ’By failing to prepare, you are preparing to fail’. A more proactive support network prepares learners to make well-informed decisions that both resonate with their aspirations and align with the fast-evolving job market demands. Offering a helping hand now also strengthens the foundations of their educational journey and reduces the risk of them dropping out of tertiary later.

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Here’s How Tax Relief for Neurodivergent Kids Actually Works

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.

👉 Download the free tax relief cheat sheet at www.dalza.com/tax-relief-cheat-sheet/

Disclaimer:

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

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Get a second chance at success

If you’ve recently completed Grade 12, you’ll know that your matric results can lead to many exciting opportunities. Your matric certificate can help you get into the university or course of your choice, it looks great on your CV and it can help you ace that job interview by showing that you have the necessary skills to do the job.

But, what if your results were not what you hoped they would be and all these opportunities seem out of reach? You don’t have to be stuck with your less-than-great grades for the rest of your life. You can get a second chance at success.

Impaq, an innovative education solution provider, can help. You can register to redo some of your Grade 12 subjects in order to improve your results. Plus, you don’t have to be an Impaq learner to qualify. If you went to a public or private high school or received your matric certificate through a distance learning provider, you can still apply to redo your matric subjects with Impaq. The only requirement is that you must have had a sitting for the final examination in order to qualify.

Once you’ve applied and been accepted, Impaq will register you with the South African Comprehensive Assessment Institute (SACAI) to ensure that you receive your new (and improved) National Senior Certificate after passing the NSC Examination for the rewritten subjects.

To see if you qualify, send an email to [email protected]. The final cut-off date for registrations is 15 February 2018.

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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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