ABOUT half of South Africa’s top earners and university graduates are considering emigration as citizens lose faith in the country’s future, the Social Research Foundation said, citing a survey it conducted.

Out of 3,204 registered voters the Johannesburg-based research group surveyed in July, 53% of university graduates and 43% of those who earned more than R20,000 ($1,138) a month may leave the country, according to the findings. Overall, 23% of those surveyed said they may look to live in another country.

Confidence in South Africa’s future has fallen after more than a decade when average economic growth failed to match the increase in population, meaning the country’s citizens have been getting poorer. The country has been wracked by corruption scandals in recent years and regular power outages since 2014. More than 350 people died in a spate of looting and arson in July 2021.

The number of those considering emigration “rises with social and economic status,” the SRF said in a statement accompanying the survey results on Thursday.

“People between the ages of 25 and 40 are the most likely age groups to be considering emigration,” according to the foundation. “The data is consistent with the foundation’s past findings on confidence in South Africa’s future.”

If an increasing number of South Africa’s richest people leave the country, the number of those paying tax, which supports welfare payments to almost a third of South Africans and other government services, will plunge, the SRF said.

“South Africa is vulnerable to surrendering near half of its top skills base and income earners, and by extension much of its remaining tax base,” the SRF said.

The survey had a margin of error of plus or minus 1.7 percentage points.

BUSINESS TECH

TEACHING assistants were introduced into schools via the Presidential Youth Employment Intervention (PYEI) programme. These assistants receive online training during their time in the programme and are also paid a stipend for the work they do at schools.

The Presidential Youth Employment Intervention (PYEI) programme was introduced to provide employment opportunities for the unemployed youth of South Africa. Through the programme, these individuals will receive training which will provide them with the necessary skills for future employment.

As teaching assistants, they assist the teacher in the classroom with various tasks and also provide additional support to the learners. During their time at the schools, they develop skills which would be useful in other disciplines and also provides them with work experience that many employers look for. 

The teaching assistants receive a monthly stipend for the work they do. While all teaching assistants receive the same stipend, each province provides them with the money through different systems. 

Every month they receive a stipend of R 4 081.44 before deductions. Deductions include Unemployment Insurance Fund (UIF) payment which may be used when they become unemployed or within six months of the termination of their employment. 

UIF payments will either be made from the Personal and Salary (PERSAL) System, the school or the province. Each province will distribute these payments in different ways to the Department of Labour. 

Stipends are provided to assistants via PERSAL or through the schools. PERSAL is a central system used for the administration of the public service payroll. The provinces that use PERSAL, provide the stipends directly to the assistants.

These provinces distribute their stipends in the following way:

Eastern Cape: PERSALFree State: Direct transfer to schools.Gauteng: Direct transfer to schools.KwaZulu-Natal: PERSALLimpopo: Transfer to district then district transfers to schools.Mpumalanga: Transfer to district then district transfers to schools.Northern Cape: PERSALNorth West: Direct transfer to schools.Western Cape: Direct transfer to schools.

February and March 2023 stipends will be paid from unspent funds from Phases 2 and 3 of the PYEI programme. Phase 4 of the programme will use unspent funds from the Phase 3 budget. Approximately 255 100 people are looking to be placed in Phase 4 with a budget of R6 million.

STAFF REPORTER: Careersportal

A rise in harassment and violence against teachers is taking a toll on already-exhausted educators. A recent survey from the American Psychological Association found that 6 in 10 teachers reported student violence or verbal aggression during the pandemic, with nearly half expressing a desire or plan to quit or transfer schools.

To create a teaching environment where educators feel safe, school leaders may want to consider adding evidence-based behavior management strategies to their back-to-school plan. The more preventative maintenance teachers can do through proactive strategies, the less likely they will encounter problem behavior.

Here are five classroom management strategies to help educators regain control of their classrooms: 

1. Understanding students 

Getting to know each student individually will enable teachers to better evaluate the nature of the problem behavior when it occurs and respond appropriately. Additionally, challenging behaviors are much less likely when a teacher and student build a rapport based on trust and understanding. To build this rapport, teachers’ nonverbal behavior and paraverbal communication need to reflect their compassion for each student.

2. Practicing patience

An important de-escalation skill is what the Crisis Prevention Institute (CPI) terms “Rational Detachment”–the ability to manage one’s behavior and attitude and not take the behavior of others personally. When faced with student misbehavior, instead of thinking something like, “I can’t take this disrespect anymore,” teachers can use positive self-talk such as, “I’ve seen this before. This behavior is not about me. What is it about, and how can I help?”

3. Staying Calm

The first step in practicing rational detachment is remaining calm. When teachers encounter disrespectful or challenging behavior, starting with a deep breath will help them relax and remain silent, allowing them to further assess the situation at hand. Conversely, if a teacher overreacts, the entire class will take note of the cause, which virtually guarantees that some students will try it again. However, remaining calm does not mean ignoring the problem. From the students’ perspective, a teacher will have backed down and relinquished authority. Consequently, both overreacting and ignoring the situation result in the loss of control and authority.

The second step is simply to wait calmly and silently while assuming a supportive stance (i.e., standing askance or sideways to the student who issued the challenge) and “model cognition” (i.e., the teacher acts like they are thinking). An example of the latter action is standing with a hand on one’s chin, perhaps tapping the index finger to give the impression of thinking. These body positions are supportive, non-confrontational, and, most importantly, signal a willing determination without adding any more tension to a volatile situation.

The simple act of waiting, combined with a supportive stance, often solves the problem without the teacher ever having to say a word. Teachers have reported experiences where the silent period (usually lasting only five to nine seconds) causes the student to throw up their hands in defeat and say something like, “Fine. I’ll do it even though it’s dumb!” and storm back to his seat. Teachers can later address the student’s misbehavior on their own terms and set effective limits.

4. Setting effective limits 

Establishing clear, consistent classroom expectations can help students monitor their own behavior. Post the expectations where they are clearly visible so they can serve as reminders. Additionally, they should be stated in simple and positive terms that address what students can do. For example, instead of saying, “No side talk,” the posted expectations should say, “Please raise your hand to add to the conversation.”

5. Being aware of the causes of misbehavior

In all cases, a proper response to student misbehavior begins early in the chain of events. Being mindful of precipitating factors–preexisting circumstances that cause distress behavior–and early warning signs can prevent an incident. For example, if a student seems consistently irritable or inattentive in the morning, could hunger be causing the behavior? Can steps be taken to ensure the student gets breakfast in the cafeteria before class, or can the teacher keep granola bars on hand? Classroom management is not just about avoiding student disruptions. It’s also about creating an environment that enables students to focus on learning.

A common saying at CPI is, “Conflict is inevitable, but combat is optional.” Being proactive is the key to reducing the frequency and intensity of incidents so that the classroom can remain a safe, productive environment for students and teachers.

eSchoolnews

TWO University of the Western Cape (UWC) students are flying the South African flag high in Brazil where they are competing in the International University Sports Federation (FISU) World University Beach Volleyball Championship from September 6-10.

In the hopes of giving their best shot and bringing the title home, Tamlyn Thomas, a second-year BEd (foundation phase) student, and Lukholo Jooste, an education degree student, joined the South African squad in Maceió to compete for the Beach Volleyball Championship title.

Starting his volleyball journey at the age of 12, Jooste said that playing the sport prevented him from being influenced by negative factors as he was growing up.

“I started playing volleyball at the age of 12 through a non-profit organisation called Yebo Volleyball. They came to my primary school and introduced the sport to us. From there, they took us to trials at the Western Cape Sports School, where I was one of the learners who got selected. In 2014, I started training at the school, learning a lot from my coach, Clinton Stemmet, who is one of the best volleyball players in the country. As a school team in high school, we always looked up to him.

“I am so in love with the sport because it enables me to be more active and prevents me from being influenced by negative factors. Also, being at the beach every weekend is an amazing feeling, to meet lots of people and learn a lot from different individuals, which enables me to grow as a person,” said Jooste.

Expanding on her gratitude at being selected to represent South Africa, Thomas said that knowing that one’s efforts and dedication have paid off is both gratifying and an honour.

“It is both satisfying and an honour (to be chosen for Team SA), knowing that the sacrifices and hard work paid off. I also feel that there is a sense of belief from my coach and teammates for trusting me and allowing me to be in this position.

“Volleyball is one of the few sports where, as much as you are part of a team, your individual contribution can make or break a game. Thus, the fact that I can better myself with every game is great in and of itself. It also allows me to be as passionate and expressive as I want to be,” said Thomas.

With Elmien Cloete selected as head coach of South Africa’s beach volleyball team at the championship, she added that traditionally, the UWC volleyball teams have always been a force to be reckoned with, so having UWC Sport members as part of the overall team travelling to the FISU World University Beach Volleyball Championship is not surprising.

“Testament to this is that both members of the South African beach volleyball men’s team are UWC alumni. Despite having major successes at a provincial and university level, the sport does not receive the same level of support as other codes from the big wigs.

“It’s only through more competition and exposure at the highest levels that athletes can test their skills. They can learn from their experiences, share them upon return, and improve all the time. Sport evolves all the time, and if you are not part of what is happening globally, you will always play the catch-up game,” said Cloete.

Weekend Argus

CHARLES MOLELE

GENERATION Z is more committed than ever to social good, with businesses’ social impact initiatives influencing their career choices, among others.

This was evident at this year’s 2022 Sasol Solar Challenge, which included the participation of hundreds of eager, high-flying school learners and engineering students from various universities across South Africa trying to show their prowess.

Among the solar car teams taking part in this year’s Sasol Solar Challenge were the high school team Genuine JV from Pretoria and top engineering students from the Free State Central University of Technology, North West University’s Solar Car Team, the Unisa Solar Team, UFS Solar Team, TUT Solar Team and the Brunel Solar Team, a group of talented engineering students from Belgium and the Netherlands.

According to organizers, solar car teams typically partner with leading technology companies to test and develop cutting-edge innovations during the solar challenge.

The students set out on the Sasol Solar Challenge in Brakpan on Friday last week, covering a route with control stops between Johannesburg and Cape Town over the next eight days.

For the uninitiated, there are three major stops on each stage of the challenge: the start line, the control stop and the finish line.

On Monday evening the eight solar car teams – with journalists, engineers, volunteers and event organizers in tow, arrived in Graaff-Reinet, a small town beautifully situated on the foothills of the Sneeuberge, or the Snow Mountain.

The participating students would then proceed to Jeffreys Bay, Riversdale, Caledon and finally arrive in Cape Town on Friday September 16 2022, to showcase the solar-powered car that they designed from scratch and built to travel without using a single drop of fuel.

Before setting out on the challenge, the UNISA Department of Mechanical Engineering hosted an official solar car preview ceremony at the Unisa the Science Campus, to showcase the car to the college and entire university.

“We wish the solar car team well as they start their tour to Cape Town today. We are praying for them and cheering them on to finish strong,” said Professor Simi Dube, Acting Executive Dean of the College of Science, Engineering and Technology.

The UFS, which has entered its solar-powered vehicle, Lengau (meaning Cheetah in Sesotho), said its main objective was to establish capacity in the students and staff through acquired practical knowledge on the management, design, construction, and actual racing of solar-powered vehicles.

“Our long-term aim is to continually improve on the design, technology, science, and project implementation to participate in events and challenges around ‘green’ energy and relevant technologies. An additional aim is the popularisation of electric vehicle (EV) technologies through outreach programmes,” said Dr Hendrik van Heerden from the UFS Department of Physics and project manager of Team UFS.

The biggest surprise at the challenge is the participation of Grade 9 to 11 learners from the John Vorster Hoër Tegniese Skool in Pretoria.

Their solar-powered car is known as the Voltwagen, supported by the Genuine JV Team.

“The 2022 Sasol Solar Challenge is our first competitive solar event. Taking part in this event is a huge opportunity, an achievement and a learning curve for us,” said team manager Dr Marlize Kantor.

“We have been preparing for this moment and it’s finally here. It is going to be an unforgettable experience not only for the team but the entire school … Additional to testing the car, we also practised our respective roles which includes safety, telemetry, communication and strategic planning.”

The Genuine JV team consists of 32 members, including learners from grades 9 to 11, teachers, parents and volunteers, with a combination of skills from electronics, digital systems, mechanics, civil technology, robotics, media relations and logistics.

Tshwane University of Technology’s (TUT) is also taking part in the fierece competition, using their solar car called the SunChaser 4, an energy efficient, high technology solar powered vehicle ,built by the Faculty of Engineering and Built Environment.

The vehicle was designed, built and is driven by a team of staff members and students from TUT.

During the control stops on the journey to Cape Town, the Sasol Solar Challenge made afew stops and invited school learners from various schools in Sasolburg, Winburg and Middelburg in an attempt to give them an opportunity to experience STEM (Science, Technology, Engineering and Mathematics) in the real-world and learn more about the solar-powered car challenge.

On Saturday, the community of Winburg, Free State, gathered at the main street of the town to welcome and support the solar car teams on their second control-stop of the event.

“The reaction that we received from the community of Winburg was overwhelming. The most notable thing is that they were at the control-stop before us. They knew that we were coming, and they were prepared to host us with open hearts and also show support to the teams,” said Robert Walker, owner and director of the Sasol Solar Challenge.

“We hope to continue to impact more communities along the route.”

Eight schools from the area participated in the programme which was conducted at the control-stop.

The learners had an opportunity to learn more about solar technology, robotics and e-mobility through solutions created for real-world challenges.

Brunhilde Rossouw, Councillor of Winburg and town ambassador said: “Our children don’t often get these opportunities to experience STEM in real-life. I was a school teacher for 35 years and there is nothing more exciting than introducing programmes to learners that can entice them to become interested in possible future careers. We are grateful to the Sasol Solar Challenge for bringing this event to our community and we hope to see the event here again in 2024.”

Nozipho Mbatha, Senior Manager: Group Brand and Sponsorships at Sasol said: “One of the key objectives of the Sasol Solar Challenge is to stimulate a sense of wonder and curiosity about STEM among learners – to create awareness, excitement and unique opportunities for them with a specific focus on STEM subjects. Today we have witness this in Winburg, with the excitement that we have received from the community.”

INSIDE EDUCATION

CYRIL RAMAPHOSA|

ON this day 45 years ago, Stephen Bantu Biko died in police custody in Pretoria Central Prison.

Human dignity, the principle at the heart of his black consciousness activism, was denied him. In the words of the family lawyer Sir Sydney Kentridge, his was “a miserable and lonely death on a mat on a stone floor in a prison cell”.

It remains a source of great sorrow all these years later to recall that Steve Biko was just 30 years old when he died. He was cut down in his prime by those who feared the power and resonance of his ideas of self-liberation and his efforts to infuse black men and women with pride and dignity.

He never got to see in his lifetime what he called ‘the glittering prize’, the realisation of a true humanity. Writing about this ideal, he famously said: “In time we shall be in a position to bestow upon South Africa the greatest gift possible – a more human face.”

When we won our freedom in 1994, we understood that the right to vote was just one part of our struggle for human dignity.

Twenty-eight years into our democracy, we are confronted with many challenges, such as poverty, unemployment and inequality. As a result, we often lose sight of how far we have come in giving effect to the principles on which our Constitution is founded and that anchored Steve Biko’s thought and teachings.

In 1977 a heartless regime killed one of our country’s most promising leaders by depriving him of the food, water and medical treatment he urgently needed as a result of brutal beatings by the apartheid police.

Twenty years later, in a 1997 judgment, the Constitutional Court said that fulfilling the fundamental rights of every citizen and striving to achieve their socio-economic rights is the hallmark of a democratic society aiming to salvage lost dignity.

In South Africa today, we continue to work to fulfil the basic rights of every South African so that they may lead quality lives free of disease, hunger and deprivation.

Successive democratic administrations have implemented policies to salvage the lost dignity of this country’s majority by providing education, health care, housing and basic services.

In South Africa today, a decent education is a fundamental right. The state invests in early childhood development, in supporting learning outcomes for our youngest citizens, and provides social relief through school feeding programmes to ensure young learners achieve the best outcomes possible.

Through the National Student Financial Aid Scheme and various other forms of state support, thousands of young South Africans from poor backgrounds have been able to become doctors, lawyers, teachers, scientists, artisans and entrepreneurs.

The government supports poor and vulnerable citizens through an extensive social safety net and provides work opportunities through mass public employment programmes.

In the repressive South Africa in which Steve Biko died, freedom of speech was curtailed and political activism attracted detention or worse.

In South Africa today, young people of the same age as Steve Biko was and even younger are at the forefront of activism for causes closest to them, and they are able to organise free of harassment or banishment. Freedom of speech and association, the right to protest and the right to equality before the law is upheld for all.

As a country, we have come a long way towards the fulfilment of human dignity, the principle that Steve Biko so cherished. Yet, we still have so much further to go.

Without a job, without a house, electricity or running water, without land, without skills or opportunities, millions of South Africans are still deprived of the lives they seek and deserve. That is why government is working with social partners to build an inclusive economy, create employment, enable businesses to thrive and tackle poverty and hunger.

In considering the relevance of Steve Biko’s life and legacy, we recall his powerful call to the people to be architects of their own liberation. This call is as important now as it was back then.

We must be focused on addressing our challenges to achieve a truly free and equal society. We each need to play our part by using the foundational rights in our Constitution to build a South Africa free of poverty and hunger, underdevelopment, crime and violence.

As Steve Biko urged, let us march forth with courage and determination on our common quest for true humanity.

From the desk of the President

They’re known at school as the group of parents who orchestrate everything from Halloween parties to book fairs, but a parent-teacher organization isn’t just for the kids.

Parents join a PTO for all kinds of reasons. It has helped some revitalize career skills, share passions, find job opportunities, and assuage the middle-age friend desert, all while making sure the kids have fun.

“I thought it was important for my kids to see I thought they were important and that their education was important,”′ said Judy Walters, 54, of central New Jersey, recalling her stay-at-home-mom days raising two little girls. “But really, I wanted to meet people and have a life.”

The PTO was where Walters met some of the people she still considers best friends.

“I got close to a number of my room-mom people, and I met a lot of parents who I wasn’t close to but still really liked and enjoyed,” she says.

PTO is a common acronym for the group of parents and teachers who work together to fundraise, plan activities and provide extra enrichment for students. The term can be used interchangeably with the Parent Teacher Association, a national nonprofit headquartered in Alexandria, Virginia, or the PTC, or parent-teacher council.

As kids return to school this fall, you might see flyers or emails pleading for parents to get involved. PTOs play an important role as school boards face tough budget choices, particularly for “extras” non directly related to the curriculum.

Especially as schools and families emerge from pandemic lockdowns, people are looking for ways to connect. PTOs can provide that at a time in life when making new friends typically slows down because of work and family.

Sara Dean, 46, signed up for her school’s PTA, nervous about assimilating into what she saw as an established group. But by spring, she was happy to have made new friends.

Dean hosts the podcast “The Shameless Mom Academy,” which discusses women’s empowerment, and balancing parenthood and work. She devoted an episode to what she learned from working as the PTA president at her child’s school outside Seattle.

“The opportunities for bonding happen quicker,” she said of working on the PTA. “There is more comradery and ease of building relationships that I wasn’t expecting but that was a lovely experience.”

She also didn’t expect to pick up career-building skills.

Dean was used to working independently, as a writer and podcast host and producer. As PTA president, she was thrown into building teams, helping everyone get along, and finding resolutions to problems the school faced — skills that could easily translate into corporate America or the world of nonprofits.

“That’s not why I signed up but it’s a benefit that is really cool,” she said.

The same goes for Colleen Nolan, 46, of Newton, Massachusetts. The eight years she spent working various roles on an elementary school PTO led, she said, to two nonprofit board positions — at a city food bank and a neighborhood improvement group — and a paid, part-time position as a records keeper.

“I met people in the neighborhood and, over the years, they recognized me as someone who was a `doer,’” Nolan said. “People saw me as someone who could answer questions and they used me as a resource.”

Many parents bring their passion projects to the PTO, said Andy Garlick, an elementary school principal in Needham, Massachusetts. These might include personal finance, diversity, or cultural customs from another country, for example. Parents bring what they know to the table.

“There’s a lot of people who want to use the minimal free time they have to do good in their community,” he said.

There are criticisms and jokes, of course. In the 2018 comedy “Bad Moms,” Christina Applegate and Mila Kunis spar over who is the better PTA presidential candidate. And the Netflix series “Ginny & Georgia” shows a snooty mother from “Wellsbury, Massachusetts” arguing with an outsider from Texas about how to best raise money for the PTA.

In reality, wealthy neighborhoods tend to have far more parental involvement and fundraising power than areas without such affluence. This leads to more enrichment opportunities for students, and more educational necessities like books or tech gadgets. Some argue it compounds inequities in the U.S.

And PTO parents often spend their own money. Some organizations have dues and others don’t, but many parent volunteers end up paying for projects and events.

Kimberly Rae Miller, 39, of Suffolk County, New York, joined the PTA to become more involved and was surprised to find how much money it required out of her own pocket.

But, she said, “If you have the time and financial resources to participate, it’s a great way to have access to a part of your children’s life that you don’t always have access to.”

AP

WITHIN a three-month period, the South African Police Service (SAPS) has reported more than 65 cases of violence at schools. In an effort to reduce this, the Department of Basic Education (DBE) has implemented certain safety measures.

From 1 April 2022 to 30 June 2022, the South African Police Service (SAPS) reported 58 rape cases and 15 murders committed on school premises. These cases of violence at schools have made learning environments unsafe and reduced the quality of education.

Learners affected by these acts of violence may tend to avoid school,  participate less in class, or even drop out of school because they don’t feel safe in the environment. Statistics have shown that exposure to violence increases the levels of anxiety, depression and psychological stress in learners, educators and support staff.

The Department of Basic Education (DBE) does a quarterly district monitoring exercise on all Safety in Education, Sport and Enrichment in Education, and Social Cohesion and Equity in Education programmes.

This monitoring exercise is reported in the Annual Performance Plan (APP), Indicator 5.1.3: Number of districts monitored in the implementation of the National School Safety Framework (NSSF), Social Cohesion, Sport and Enrichment Programmes. 

According to the DBE, the NSSF continues to stay their primary response to violence at schools. The framework coordinates and consolidates all school safety interventions in the sector. 

The NSSF depends on collaboration and partnerships to ensure a coordinated approach to responding to school violence. The framework ensures the following:

All schools have active school safety committees and school safety plans.School perimeters are secured (fenced) and access controls (guard and/or surveillance) are in place and managed.School codes of conduct are aligned with the Constitution of South Africa and child-protection legislation and are communicated and adopted/ agreed to by all school stakeholders.Corporal punishment is prohibited by law and alternative forms of discipline are enforced in all schools.Schools have systems in place to report violent incidences and criminal behaviour at a local police station, to district and provincial office bearers, and the South African Council for Educators (SACE).Schools have established relationships with their intergovernmental counterparts, which include the Departments of Social Development, and Health and Justice.

With regards to safety measures at schools, infrastructure plans are informed by the Audit of the Districts’ school fencing coverage which highlights the schools which need to be prioritised. Building relationships with intergovernmental counterparts are also very important to ensure services such as counselling, medical examinations and access to justice are in place.

For the 2022/23 period, the DBE is monitoring the implementation of the NSSF in 75 districts of the country. This includes monitoring how School Safety Committees are run.

According to the DBE, all provinces and districts have been committed to providing training to all schools to ensure that all School Safety Committees are well trained. Training includes school educators and support staff.

Careersportal

ANGELA VORSTER|

Twenty-three people will die from suicide today in South Africa. Another 460 South Africans will try to end their lives today. They are from different cultural groups, different income groups, attained different levels of education, speak different languages, range in age from childhood through to elderly, have different genders and sexual orientations. These people have very little in common except that their lives all ended due to the final symptom of an illness. People who experience thoughts of ending their lives describe this mental space as feeling grey.

Their thoughts tend to keep returning to the futility of being alive, what a burden they are to those around them, how nothing will ever get better and that nobody can help them. They tend to experience feelings of worthlessness, self-hatred, guilt, hopelessness, immense sadness and despair. Their suffering and emotional pain are excruciating. Nothing is enjoyable anymore. There is nothing to look forward to.

Everything is difficult, boring, scary or meaningless. Inwardly they are drowning. But very often they smile, do their job and pass their exams, go on dates and vacations, make plans for the weekend and check up on their loved ones. They look happy in their photos. And when someone asks them if they are okay they say yes. Because they don’t feel like they deserve to feel better. They don’t want to be a bother. They might not call a helpline or make an appointment to see a psychologist or go to their GP for anti-depressants.

Because they just don’t have the energy. It’s exhausting pretending to be fine all day. The one thought that brings relief is that they can end this pain. And one day they do. And their colleagues, friends and family are left reeling with shock and disbelief. How could this have happened? How could they have missed the signs? What should they have done differently to prevent this? 

The causes are as complex and varied

This is the purpose of World Suicide Prevention Day which takes place internationally each year on 10 September and through which the International Association for Suicide Prevention endeavours to increase awareness of suicidality, as well as to fight the stigma associated with suicide. Wanting to die can occur along with many other symptoms and disorders including, but not limited to, depression, post-traumatic stress disorder, bipolar disorder, psychotic disorders, personality disorders and substance dependence or abuse disorders. The causes are as complex and varied as the manner in which suicidality may present.

It is dangerous to regard only certain signs and symptoms as indicative of suicide risk, because we know that suicide can be extremely unpredictable. There is no way to tell if someone is a suicide risk based purely on their behaviour. However there are certain factors which may indicate an increased risk for self-harm. These include, but are not limited to, having previously tried to end their life, having a psychiatric illness, being seriously ill or having chronic pain or the misuse of substances. Experiencing legal, relationship, financial or academic stressors may increase suicide risk, as well as having access to lethal means to end their life along with being unable to access mental health care. 

So what can you do if you think someone may be at risk of self-harm? Say something. Talk to them. Tell them what you are worried about and give them the space to express how they feel without judgment or condemnation. Reach out to their support system and share your concerns with them. Encourage the suicidal person to make contact with a health care professional – this can be a psychologist, GP, psychiatrist, social worker, psychiatric nurse, counsellor or a suicide prevention help line. Other important members of our community who provide a great deal of assistance to suicidal people and their families include religious and spiritual leaders, teachers, support groups and employee assistance programmes.

There are actually so many ways and places to receive health care and support; however the most significant barrier to making use of these resources is sustained by the stigma associated with suicide and mental illness. In our culture of toxic positivity where our photos are touched up, our statuses updated and our successes plastered on various social media platforms, the authentic act of acknowledging when we feel defeated, unhappy or like a failure has become a rarity. The more real, honest and vulnerable we can be about our ‘undesirable’ emotions and experiences, the more space we create for those around us to do the same. When we normalise not being okay at all times, we give ourselves and others permission to speak up when we need help. And this is our greatest weapon against suicide – authentic connection.

What suicide is not

We’ve explored what it may feel like to be suicidal, now let’s focus on what suicide is not. Suicide is not a moral failing. It is not because the person was weak or selfish, it is not because their family was dysfunctional or their faith not strong enough. Suicide is the final symptom of mental illness – and every single person is vulnerable to experiencing suicidal thoughts. Each one of us will be affected by suicide during the duration of our lives, either directly or indirectly. This is irrespective of how successful you are, how supportive your family is or how strong your religious convictions are. Dying by suicide is not a shame. It is not a failure. It is no different to a patient dying from any other disease. And just like any other illness there are symptoms we can look out for and treatments and medications that can assist in recovery. 

Please think before you speak about someone who died due to suicide. I guarantee that at least one person in the conversation has suffered the pain of losing someone in this way. But you probably wouldn’t even know, because stigma silences. Stigma disconnects and alienates those who need support the most. Our words have the power to shame and silence, or to empower and encourage connection, which is lifesaving.

Treat each conversation as though there may be someone present who is having suicidal thoughts or is working through the loss of someone they love due to suicide. Often we want to reach out and support families affected by suicide, but don’t because we are afraid of offending, or upsetting or because we ourselves are so uncomfortable with mental illness. But all these survivors of suicide need from you is your calm, empathetic, kind presence, a safe space to express difficult and messy emotions. Without being blamed or shunned or shamed. Support suicide survivors as though a terrible illness took the life of their loved-one. Because that is exactly what happened. 

On 10 September this year I encourage you to light a candle and place it in your windowsill around 8pm wherever you are. This is in remembrance of those lost to mental illness and to show your support to those they left behind. In the words of the International Association of Suicide Prevention: “By encouraging understanding, reaching in and sharing experiences, we want to give people the confidence to take action. To prevent suicide requires us to become a beacon of light to those in pain. You can be the light.”

• If you or someone you know is at risk of self-harm please take a look at these websites and call the SADAG suicide emergency helpline.

Opinion article by Angela Vorster, Clinical Psychologist at the School for Clinical Medicine, University of the Free State.

SOUTH Africa’s MeerKAT radio telescope array has chalked up yet another astronomical first. A team of South African and international astronomers has used MeerKAT to, for the first time, measure the neutral hydrogen gas (which is the material that forms and fuels stars) around galaxies as they were four-billion years ago. (Or, in other words, galaxies that lie four billion light years from Earth.) Neutral hydrogen gas is the most abundant material in the universe.

“For the first time, the team were able to measure the hydrogen gas for galaxies of different sizes and star formation activity to determine how the fuel content relates to other observable properties of galaxies four-billion years in the past,” highlighted University of Cape Town eResearch rirector Professor Mattia Vaccari.

“These were compared to galaxies in the present day.”

And the results of the comparison surprised the astronomers. They had expected that galaxies four-billion years ago would have more neutral hydrogen gas in and around them than younger, closer galaxies would have. This was because it was thought that a lot of the neutral hydrogen gas would be consumed by the processes of star formation. What they discovered was that these older, more remote galaxies had similar amounts of the gas to younger, closer galaxies. This, in turn, signals that galaxies can and do replenish their ‘reservoirs’ of neutral hydrogen gas.

“We were thrilled to exploit the potential of MeerKAT to improve our understanding of the cold gas in distant galaxies,” said study lead author and University of Padova (Italy) PhD candidate Francesco Sinigaglia. “We believe this study represents a strong step forward in the field, as it delivers new pieces of information on hydrogen in galaxies, never obtained before.”

his research was only possible because of the existence of MeerKAT and used radio wavelength data from the MeerKAT International GigaHertz Tiered Extragalactic Exploration (MIGHTEE) project (an international large astronomical survey), supplemented by data from optical telescopes. The data was processed by South Africa’s Inter-University Institute for Data Intensive Astronomy (IDIA).

“The data taught us a lot about the processing challenges involved and was an important testbed for coordinating science projects,” affirmed IDIA associate director for astronomy computing and MIGHTEE-Neutral Hydrogen co-chair Dr Bradley Frank. “Francesco’s science result is the perfect validation for our processing strategy and teamwork, providing an exciting glimpse of the future of MIGHTEE.”

Other members of the research team included Sinigaglia’s PhD supervisor, University of Padova Associate Professor Giulia Rodighiero, and University of Western Cape astronomer Dr Ed Elson. “This is wonderful fundamental science, made possible by South Africa building the most powerful telescope of its kind in the world, thereby attracting international collaboration with South Africans at the very top level,” emphasised South African Radio Astronomy Observatory MD Dr Rob Adam.

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