Every child is intelligent — but not every child thrives in a traditional school system.
For many parents, the signs are clear: a capable teen who feels overwhelmed, misunderstood, anxious, disengaged or labelled as “difficult,” “lazy” or “falling behind.” Often, the problem isn’t your child — it’s an environment that was never designed to accommodate different ways of thinking and learning.
The Collective Genius Centre offers a powerful alternative for learners who need something more personalised, flexible and human-centred; a place where learners are supported, and where diversity is not just accepted but valued.
A different kind of school
The Collective Genius Centre is a boutique learning centre for Grade 8 to 12 learners, offering an internationally recognised Cambridge-aligned curriculum in a calm, structured setting. With small classes of just four to ten learners, students receive meaningful individual attention and are never lost in the crowd.
This personalised approach allows tutors to adapt lessons to suit each learner’s strengths, challenges and pace, ensuring real understanding rather than rushed content coverage.
A supportive environment for neurodivergent learners
For learners with ADHD, dyslexia, autism spectrum differences, anxiety or sensory sensitivities, the right educational environment can be life-changing. At The Collective Genius Centre, tutors understand neurodiversity and actively accommodate different ways of learning. Teaching is flexible, patient and responsive, helping learners feel safe, capable and supported.
This means:
Learning at a pace that suits the individual
Clear structure and predictable routines
Tutors who recognise potential, not deficits
When learners feel understood, confidence grows, and learning follows naturally.
Inclusive, calm and confidence-building
Diversity is valued at The Collective Genius Centre, not only in background, but in thinking styles, personalities and strengths. The atmosphere is inclusive and respectful, allowing learners to show up as themselves without fear of judgement or comparison.
The centre is also able to support learners managing chronic conditions such as diabetes, as well as those with physical challenges, by offering flexibility, understanding and practical accommodations that allow learners to focus on learning without added stress.
Parents are kept closely involved through regular progress feedback, creating a strong partnership between home and school.
Because thriving matters
If your child is capable but unhappy, bright but overwhelmed, or struggling to fit into a traditional system, it may be time to explore a different path.
The Collective Genius Centre offers an alternative where learners are supported, understood and empowered to succeed, academically and personally.
The Collective Genius Centre is an alternative learning centre for Grade 8 to 12 learners, offering an internationally recognised Cambridge-aligned curriculum in small, supportive classes where individuality, inclusion and diversity are valued. Designed for learners who don’t thrive in mainstream schooling, the centre provides a calm, flexible environment with experienced tutors who understand neurodiversity and accommodate different learning styles, paces and needs. With personalised academic support, an inclusive culture and the ability to accommodate learners with chronic health conditions or physical challenges, The Collective Genius Centre offers an alternative where learners are supported, understood and empowered to succeed, academically and personally.
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At Impaq, we know that every child is unique. Every learner studies at his/her own pace and some might need to spend more time on certain subjects to ensure they grasp the basic concepts. We aim to help learners, who have unique academic needs, achieve their goals.
What does unique academic needs mean?
Learners with special academic needs have learning problems or disabilities that make it harder for them to learn than other children of the same age.
How can Impaq help learners with special academic needs?
Impaq provides learners with the following:
Easy-to-understand lesson material
A flexible schedule
More time to spend on difficult subjects
A national network of independent tutors
Additional support including Cami practice software and Quanta Books
Access to readers and scribes
Make use of easy-to-understand lesson material
Impaq’s lesson materials and facilitator guides make it possible for learners to easily complete Grade R to 12 at home. The lesson material is compiled by our education specialists who are experts in their respective fields. They know exactly how to compile content in a simplistic way; making it easy for the learner to understand and for the parent to teach.
Impaq’s lesson materials are aligned with the national curriculum (CAPS), which means that learners can receive a National Senior Certificate (NSC) at the end of Grade 12.
Grade 12 learner, Hermien Engelbrecht, registered with Impaq last year and her mother, Hanlie, says that it was the best decision that she could have made. Hermien was struggling academically but after working through Impaq’s easy-to-understand lesson material, Hermien’s average improved from 52% to 73%. “I have a totally different child,” Hanlie explains. Hermien is now more positive and filled with hope for the future. She dreams of studying to become a teacher after completing Grade 12.
Study according to a flexible schedule
The flexible nature of Impaq’s distance education learning model allows learners to study at their own pace.
Grade 7 learner, Kayla King, is on the autism spectrum and is easily distracted. Her mother, Maryna, says that since Kayla started with Impaq she has her confidence back. The curriculum gives Kayla the option to work at her own pace and Maryna says that this has made all the difference. “There is an answer for parents who no longer know where to go with their children, a way out that gives parents and children the opportunity to have a passion for learning again.”
Kayla now has time for extracurricular activities and regularly spends time outdoors horse riding. “I’m thankful that there is an option where our children, who are different from the norm, have the opportunity to get a school qualification,” Maryna adds.
The flexibility that Impaq’s distance education learning model provides allows learners to spend more time on difficult subjects. While some learners easily grasp certain subjects, others might need to spend a bit more time making sure they understand the basic concepts.
One of the subjects many learners struggle with is Mathematics. This was no exception for Jessie Evans who was unable to grasp certain terms in Mathematics and was bullied because of it. “She hated the subject to such an extent that she mindfully and intentionally blocked it out,” her mother Penny explains.
After being told about homeschooling, Penny registered Jessie with Impaq for Grade 5 and enlisted the help of a tutor to educate Jessie. “The turnaround in my child is significant, I am speechless and left with no way to explain except with the word BRILLIANT.” Jessie now wakes up eager to learn and her marks for tasks have improved from 50% to 85%.
Get the help of a tutor
Many home education parents enlist the support of tutors, who are often qualified teachers, to supplement their child’s education. On Impaq’s website, you can find a list of independent tutors near you.
Benjamin Higginson registered with Impaq for Grade 1 at the beginning of 2019. His mother Rumay van Niekerk explains that Benjamin could only speak a few words when he started his learning journey in January. “To our surprise, he was able to read his first reading lesson after only two weeks of tutoring,” Rumay explains.
Impaq also provides additional support, which includes Cami’s practice software and Quanta Books.
Cami offers a collection of fun and interactive educational software programs that help learners excel in Mathematics, and improve their reading, literacy and perceptual skills. Impaq learner, 14-year-old Blake Gallacher, relies on supplementary products to help him achieve academic success. “Supplementary products such as Cami give me a great advantage,” Blake explains.
Quanta Books are aimed at learners in Grade 10, 11 and 12. The series has proven to be an excellent tool in preparing Physical Sciences learners for test and examinations.
Consider a concession
A concession/accommodation/exemption is an alternative or adaptive method of assessment for learners with barriers to learning and development. Some of the barriers to learning that might hamper learners’ achievements include:
learning difficulties
learning disabilities
psychological disorders
physical disabilities
medical conditions
traumatic incidents
Readers and scribes are frequently used to manage approved accommodations. A reader reads all the text in an examination paper to a learner while a scribe writes verbatim what the learner dictates.
When Jesse McMaster started Grade 1, it was confirmed that he has severe dyslexia. He was offered a scribe to assist him with his assessments which has helped build his confidence while transferring the information in his head onto paper. Jesse’s mom, Tamara, says that they have enjoyed the curriculum so far. “I have recommended it to many of our friends who are looking for alternative schooling options. Thank you Impaq for your creativity and flexibility, you have changed our lives,” she concludes.
Learners who experience barriers to learning may apply for special accommodations and/or exemptions with Impaq. Send an email to [email protected] for more information.
Keep in mind that Impaq’s lesson material is based on the Curriculum and Assessment Policy Statement (CAPS) followed by most public schools in South Africa and is not specifically designed for special needs learners. Our distance education learning model, however, provides learners with the flexible schedule they need to study at their own pace and spend more time on difficult subjects.
The Collective Genius Centre is an alternative learning centre for Grade 8 to 12 learners, offering an internationally recognised Cambridge-aligned curriculum in small, supportive classes where individuality, inclusion and diversity are valued. Designed for learners who don’t thrive in mainstream schooling, the centre provides a calm, flexible environment with experienced tutors who understand neurodiversity and accommodate different learning styles, paces and needs. With personalised academic support, an inclusive culture and the ability to accommodate learners with chronic health conditions or physical challenges, The Collective Genius Centre offers an alternative where learners are supported, understood and empowered to succeed, academically and personally.
Latest posts by The Collective Genius Centre (see all)
In the days of old, children were expected to go to school, do their homework, study for tests and do okay. There didn’t seem to be the issues of today where children struggle to focus and concentrate, where the psychological needs of the child must be attended to and taken into consideration. Where the way we, as parents, encourage our children is put under the microscope.
In the days of old, the odd child may have had dyslexia or some learning issues, but these were certainly not common or if they were, were indeed not widely known by other learners.
Raising 21st-century kids
Parents today must deal with far more, so it seems – firstly we are in the middle of the technological revolution so that our children are already distracted by the lure of the smartphone, tablet, etc. Today, knowledge about ADHD, ADD, processing issues and so on is vast. It is not uncommon for many children to be receiving some additional therapy and to be on medications to help them focus. The good part is that there is no stigma with this, and instead, children often happily compare their different meds with each other.
Awareness is huge, and with that comes the next area of ‘how-to’. How do we encourage our children to succeed at school, without damaging their self-esteem? How do we motivate them and not discourage them though incorrect parenting practices?
Defining success
I believe that an important question to ask ourselves before we even start with our children is what we, as parents, value and consider to be important in terms of their academic success.
Some parents are not concerned about their children’s marks and place more emphasis on sporting achievements.
Some parents are not particularly worried about results and want their children to be happy.
Some parents are very concerned, and even sometimes pushy, with their children achieving the very best, no matter what.
Developing a strong work ethic
In my years of parenting children at school and especially being the mother of ADHD children and having many moments of despair along the scholastic road, what has been the most important goal for me is for my children to have a decent work ethic. Children must learn from an early age to do the following:
study in advance
prepare their work in good time
use planners and calendars to coordinate their study time, leisure time and extra murals
Planning their time prepares children for high school and university where there is an increased workload and often more extracurricular activities. Planning their time also helps with their perception of difficulty as the tools of planning, organising, and prioritising cannot be underestimated.
Understanding how children learn
What also helps children to succeed is if they know their learning styles. We each have a different type of learning that makes work easier for us to access. The VARK analysis refers to these four different learning styles, namely:
V – verbal
A – auditory
R – reading
K – kinaesthetic
Learners who can understand how they learn from an earlier age, be it through having to learn aloud, using visual images, highlighters or having to carry out projects, science experiments and so on, learn how to integrate the information into their memories.
As parents, we can observe our children from the primary school years and see the most effective ways they learn and access the work. Providing them with this information also helps to give them ways to approach the subject in the best way for their brains, which improves their perception of difficulty. It is all about having tools and feeling confident in being able to use them effectively.
Children’s’ perception of difficulty and ease of work affects their attitude towards the work. A recent study showed that what people think ease and difficulty means for them is very important. If learners are given work that they deem as easy but trivial, i.e. meaningless and beneath them, they are less motivated to carry out the work. If the task is perceived as easy but meaningful, i.e. leading to positive outcomes, learners are more motivated to carry it out.
At the same time, work that is perceived as difficult and impossible to achieve lowers learners’ motivation. In contrast, work that is perceived as difficult but challenging and worthwhile motivates learners to try harder. Therefore, the way the work is presented to the learners is important. It would be a good idea for facilitators to get an idea of this to motivate learners better.
Emphasising effort
Another essential key to this is emphasising effort as opposed to results. Learners can get demotivated and demoralised if they see the work as beyond their capabilities. The aim is to create children with a growth mindset. This concept was developed by Carol Dweck, a Stanford psychologist who distinguished between two different mindsets – a growth one and a fixed one.
Fixed mindset – people with a fixed mindset believe that their abilities are fixed and can’t be changed or improved upon.
Growth mindset – people with a growth mindset believe that with effort and practice, they can improve and change their outcomes.
The growth mindset is the one we want to instil in our children. Suppose they believe that with effort and practice, they can make a difference in their understanding and accessibility to the work. In that case, they will be more motivated to try harder and put that effort in so that the focus is not on difficulty but effort and input. This, in turn, brings about results.
There are many ways to help our children with their perception of difficulty to achieve success, whatever that may mean to each parent. The most important thing is not to undermine their attempts and to give them the confidence to keep trying, and eventually, they will find their way, some sooner and some later.
The Collective Genius Centre is an alternative learning centre for Grade 8 to 12 learners, offering an internationally recognised Cambridge-aligned curriculum in small, supportive classes where individuality, inclusion and diversity are valued. Designed for learners who don’t thrive in mainstream schooling, the centre provides a calm, flexible environment with experienced tutors who understand neurodiversity and accommodate different learning styles, paces and needs. With personalised academic support, an inclusive culture and the ability to accommodate learners with chronic health conditions or physical challenges, The Collective Genius Centre offers an alternative where learners are supported, understood and empowered to succeed, academically and personally.
Latest posts by The Collective Genius Centre (see all)
An Impaq learner has been named SACAI’s top National Senior Certificate (NSC) candidate for 2025, underscoring the strong outcomes possible through home and online schooling in South Africa. The accolade was announced at an awards ceremony at SACAI’s offices in Pretoria East, where top achievers from across the country were recognised.
SACAI (the South African Comprehensive Assessment Institute) administers matric examinations for homeschoolers and distance learners, providing a quality-assured route to the NSC for families who choose alternative schooling options. For Impaq, South Africa’s largest provider of home and online schooling, the recognition comes in a year of strong overall performance across its matric results.
The top national candidate, Georgia Anne Constanti, began her homeschooling journey in Grade 8, joining a cohort of learners whose high school years coincided with the disruption and uncertainty of the COVID-19 period. For many families, those years reshaped what learning could look like – with disrupted routines, shifting learning environments, and a growing need for structure that could hold steady even when circumstances did not. Against that backdrop, Georgia’s performance reflects a sustained commitment to consistency over multiple years, rather than last-minute pressure.
Impaq reported that Georgia has led her grade since 2023 (Grade 10) and achieved an average of 92.29% across seven subjects. Her marks included Business Studies (98%), Mathematics (96%), Afrikaans First Additional Language (95%), Life Orientation (93%), Computer Applications Technology (91%), English Home Language (88%), and Life Sciences (85%).
At the SACAI awards ceremony, Georgia received multiple top honours, including Best Overall Candidate Average, Best in English Home Language (88%), Best in Computer Applications Technology (91%), and Best in Business Studies (98%). Two other Impaq matriculants, Dylan Case and Yoosuf Ramith, were also acknowledged after achieving six distinctions each.
Louise Schoonwinkel, Managing Director at Optimi Schooling, of which Impaq is a registered trademark, said the differentiator for top learners is typically steady routine rather than high-pressure cramming near the end. “The strongest performers make exam conditions feel familiar: they practise under time, review memos for how marks are earned, and escalate early when there are concepts they don’t understand. Those habits translate directly into final-year outcomes,” she said.
Beyond the top individual achievement, Impaq said the 2025 matric results reflect broader momentum, reporting a total of 558 distinctions, 767 bachelor passes, and 1 430 total passes – up from the previous year.
As South Africa’s Class of 2025 steps into the next phase – whether at university, a college, in learnerships or in the workplace – Impaq congratulates every matric learner who completed the journey and wishes them well for their studies and training this year.
The Collective Genius Centre is an alternative learning centre for Grade 8 to 12 learners, offering an internationally recognised Cambridge-aligned curriculum in small, supportive classes where individuality, inclusion and diversity are valued. Designed for learners who don’t thrive in mainstream schooling, the centre provides a calm, flexible environment with experienced tutors who understand neurodiversity and accommodate different learning styles, paces and needs. With personalised academic support, an inclusive culture and the ability to accommodate learners with chronic health conditions or physical challenges, The Collective Genius Centre offers an alternative where learners are supported, understood and empowered to succeed, academically and personally.
Latest posts by The Collective Genius Centre (see all)
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