No learning without well-being: Why mental health matters in postschool education and training
This learning brief draws on the experience of DGMT’s implementing partners that offer psychosocial and mental health support services to students attending Technical and Vocational Education and Training (TVET) colleges in a range of settings, from rural to peri-urban and urban environments. The goal of these programmes is to support students’ workplace-based learning, reduce dropout rates and ultimately improve labour market absorption rates.
Mental health is shaped from before birth onwards by a constellation of socio-economic factors, including poverty and inequality. In South Africa, where nearly 70% of children live below the upper-bound poverty line of R55 a day, poverty results not merely in unmet needs but in sustained deprivation affecting mental health. International research shows that children from families with higher incomes often do better in areas like language development, self-control and socio-emotional skills1, which can help manage stress and serve as a buffer against anxiety and depression.
There is a significant need for accessible mental health services in South Africa, but the public health system has been unable to keep up with demand in under-resourced areas. Consequently, 75 out of every 100 people who need help are not getting it.2 This problem is compounded by limited funding, with only 8% of the country’s mental health budget allocated to primary healthcare,3 where early detection and intervention can prevent more severe conditions from developing. This means that young people are entering South African schools and higher education institutions without the mental health support they need to navigate financial stress, instability in the home, childhood trauma or the burden of growing up poor. Circumstances in a child’s personal life, at school or in their community can affect whether they finish their final year of high school; these are known as push-out and pull-out factors in school dropout. The same logic applies to those attending universities, technical colleges or community colleges. Technical and community colleges attract students from low-income communities whose successful entry into the job market is dependent on strong workplace-based learning programmes and completing their diploma or degree.
HOW POVERTY AFFECTS
MENTAL HEALTH
Mental health in South Africa is shaped by a range of complex and interconnected socio-economic factors. Evidence from large-scale evaluations of the Child Support Grant (CSG) shows that poverty alleviation efforts such as unconditional cash transfers (UCTs) can have a positive impact on mental
well-being. One study found that receiving the CSG led to a 0.822-point drop in adult depression scores on a 0–30 scale (where higher scores indicate poorer mental health) – a 4.1 % improvement relative to the average score.4 This underscores the mental health benefits of income support interventions. At the same time, neighbourhood-level studies show that employment deprivation and poor living conditions significantly predict higher levels of depressive symptoms.5 Inadequate housing and infrastructure, both common in informal settlements, can exacerbate psychological distress. Proximal stressors like food inadequacy and frequent hunger are also strongly linked to poorer mental well-being,6 while high exposure to community violence further impacts mental health through both direct trauma and the erosion of social cohesion. These stressors can further perpetuate a cycle of vulnerability. Poor mental health, in turn, increases the likelihood of harmful coping behaviours such as alcohol abuse, smoking and risky sexual behaviour – all of which raise the risk of injury, cardiovascular disease and HIV infection.7 This interplay highlights the importance of integrated approaches that tackle the root causes of distress, while also preventing the knock-on health effects of poor mental well-being.
1 Troller-Renfree, S.V. et al. 2022 ‘The impact of a poverty reduction intervention on infant brain activity’, Proceedings of the National Academy of Sciences of the United States of America, 119(5), e2115649119. Available at: https://doi.org/10.1073/pnas.2115649119
2 Burns, J.K. 2014 ‘The burden of untreated mental disorders in KwaZulu-Natal Province – mapping the treatment gap’, South African Journal of Psychiatry, 20(1), pp. 6–10. Available at: https://doi.org/10.7196/SAJP.499
3 Freeman, M. 2022 ‘Investing for population mental health in low and middle income countries—where and why?’, International Journal of Mental Health Systems pp. 1–9. Available at: https://doi.org/10.1186/s13033-022-00547-6
THE SCOPE OF OUR MENTAL
HEALTH PROBLEM
Mental health challenges in South Africa have reached concerning levels, with recent data indicating that approximately one in three citizens will experience a mental health issue during their lifetime.8 Depression is the most prevalent disorder, affecting over 27% of the population.9 Significantly, suicide and intentional self-harm are among the leading unnatural causes of death among young people aged 15-24.10 Despite this, access to mental health care remains severely limited for the vast majority of the population. Estimates suggest that only about 10% to 25% of those affected receive the treatment they need, meaning that roughly 75 out of every 100 people with mental health conditions go untreated. The problem is further exacerbated by a shortage of mental healthcare professionals. As of April 2019, South Africa had just 850 actively practising psychiatrists – equating to roughly 1.5 per 100 000 people based on a national population of 55.6 million. Around 80% of these professionals were based in the private sector, limiting access for most people.11
THE IMPACT ON YOUNG PEOPLE
While mental health challenges can affect individuals across all socio-economic backgrounds, South African youths aged 15-24 are particularly vulnerable due to intersecting socioeconomic factors. High youth unemployment contributes significantly to feelings of hopelessness and low self-worth, as well as an increased risk of anxiety and depression, as young people are left wondering about their future prospects. Educational pressures further compound these issues, with approximately 40% of learners in South Africa dropping out before completing Grade 12, leading to limited opportunities and heightened stress.12
Research shows that South African youth experience disproportionately high levels of trauma and post-traumatic stress disorder (PTSD). In one study, 90% of university students reported having encountered at least one traumatic event, many with direct links to depression and anxiety.13 Rural and township-based studies echo similar patterns: 67% of rural children had been exposed to trauma, and a staggering 99.7% of adolescents in Soweto had experienced at least one potentially traumatic event, with notable gender differences in trauma type.14 Substance abuse also poses a significant challenge, with around 31.8% of adolescents in grades 8-11 reporting alcohol use, often as a coping mechanism.15 Mental health services receive only about 5% of the national health budget, severely limiting young people’s access to affordable, quality care, particularly in rural areas.16 Together, these factors are fuelling a growing mental health burden among South Africa’s youth.
8 Oberholzer, S. 2023 ‘Is South Africa a depressed nation? Statistics say we are’, Sunday Times, 13 October. Available at: https://www.timeslive.co.za/sunday-times/ lifestyle/2023-10-13-is-south-africa-a-depressed-nation-statistics-say-we-are/
9 EAPA-SA. 2024. ‘The current state of mental health in South Africa: 2024 update’, 26 August. Available at: https://www.eapasa.co.za/the-current-state-of-mentalhealth-in-south-africa-2024-update/
10 Sinisi, V. 2024. ‘Opinion: SA has the third highest suicide rate in Africa – there are steps we can take to tackle it’, News24. Available at: https://www.news24.com/life/wellness/ opinion-sa-has-the-third-highest-suicide-rate-in-africa-there-are-steps-we-cantake-to-tackle-it-20240928
11 Janse Van Rensburg, B. et al. 2022. ‘Profile of the current psychiatrist workforce South Africa: Establishing a baseline for human resource planning and strategy’, Health Policy and Planning, 37(4), pp. 492–504. Available at: https://doi.org/10.1093/heapol/czab144
12 Zero Dropout Campaign 2024. ‘School-Dropout-Advocacy-to-Action’, 21 January.
SUPPORTING YOUNG PEOPLE WHERE THEY ARE: A FOCUS ON THE POSTSCHOOL EDUCATION AND TRAINING SECTOR
Mental health issues among young people in South Africa, particularly those attending TVET colleges, are increasingly recognised as significant challenges that can affect academic performance, well-being and retention rates. TVET students often face unique stressors, including socio-economic instability, fears around unemployment, family responsibilities, institutional neglect and academic pressure. All of these have already been highlighted as contributors to mental health issues like anxiety, depression and stress. The transition into the workforce, particularly amid uncertain job prospects, adds another layer to these challenges.
Available research shows that both university and TVET students face significant mental health challenges, though comparative data between the two groups remains limited. Evidence suggests that TVET students may experience equal or even higher levels of depressive symptoms, driven by stressors specific to their contexts. In one study, 43% of students across both groups reported depressive symptoms, 9% showed signs of PTSD, and 21% admitted to having suicidal thoughts, despite mitigation efforts like NSFAS bursaries.17
Generally, stigma around mental health remains a major barrier and continues to deter students from seeking help for fear of being judged or misunderstood.18 The problem is compounded by the lack of adequate campus-based mental health infrastructure and personnel. Public services, meanwhile, struggle with staff shortages, long waiting times and limited funding. Poor mental health undermines academic success, with depressive symptoms and harmful alcohol use directly linked to exam failure and student dropout.19
Moreover, socio-economic vulnerabilities such as food insecurity and accommodation woes can worsen mental
17 Machisa, M.T. et al. 2022. Suicidal thoughts, depression, post-traumatic stress, and harmful alcohol use associated with intimate partner violence and rape exposures among female students in South Africa. International Journal of Environmental Research and Public Health 19(13), 7913. Available at: https://doi.org/10.3390/ijerph19137913
18 Egbe, C.O. et al. 2014. Psychiatric stigma and discrimination in South Africa: Perspectives from key stakeholders. BMC Psychiatry 14(1), pp. 1–14. Available at: https://doi.org/10.1186/1471-244X-14-191
19 Machisa et al. 2022. Suicidal thoughts, depression, post-traumatic stress, and harmful alcohol use associated with intimate partner violence and rape exposures among female students in South Africa.
distress and further elevate the risk of dropout, with foodinsecure students significantly more likely to discontinue their studies.20 Due to delayed payments of state financial assistance, students can face hunger and eviction notices; some even engage in inappropriate romantic relationships just to survive, often exposing themselves to violence. Without targeted psychosocial services and integrated campus interventions, affected students face a heightened likelihood of becoming NEET (not in education, employment or training), jeopardising their educational and employment pathways.
Work-based learning (WBL) placements – central to TVET curricula – often heighten student stress, with long waiting periods for placement adding to their anxiety. The uncertainty surrounding when, or even if, they will be placed can heighten feelings of instability and reduce motivation, further impacting both mental health and academic outcomes. The lack of timely WBL placements leaves many students in a state of limbo, unable to progress in their studies or secure essential real-world experience.
While mental health and psychosocial support interventions in TVET institutions are growing, their implementation remains inconsistent. Government and NGO efforts, such as those led by the South African Depression and Anxiety Group (SADAG), have made strides in providing training and mental health resources to educational institutions. However, TVET colleges still lack adequate coverage compared to universities. Recent partnerships have sought to embed mental health awareness into the TVET curriculum, with a focus on building resilience, emotional intelligence and stress management. However, students also need access to counselling services, peer support networks and digital tools to manage mental health challenges effectively. Many TVET students face significant stress about their future employment, underscoring the need to integrate mental health services with employability support. Yet a clear policy gap remains. Unlike universities, TVET institutions (governed by the Department of Higher Education and Training) lack a standardised national framework for mental health and psychosocial support. The shortage of trained mental health professionals on TVET campuses further widens the gap in support.
20 Wagner, F. et al. 2024. Mental distress, food insecurity and university student dropout during the COVID-19 pandemic in 2020: Evidence from South Africa. Frontiers in Psychiatry 15, 1336538. Available at: https://doi.org/10.3389/fpsyt.2024.1336538
CIVIL SOCIETY TAKING A STAND FOR MENTAL HEALTH
Addressing mental health goes beyond treating immediate distress; it is also essential for ensuring that young people have the support, resilience and well-being to navigate critical transitions in life, whether in education, the workplace or social situations. Civil society and non-profit organisations are responding to the need with innovative approaches and peer-to-peer counselling models. These interventions offer promising ways to expand access to mental health support, providing students with informal, peer-led resources that help create a more supportive environment within TVET settings. Integrating these emerging innovative approaches aligns with DGMT’s mission to foster a supportive ecosystem that equips young people to overcome obstacles and realise their potential. DGMT has supported several organisations that deliver psychosocial support interventions within TVET institutions. Through these partnerships, valuable lessons have emerged – aimed at strengthening approaches across the sector.
AMATHUBA COLLECTIVE FOUNDATION
(WESTERN CAPE)
Amathuba is redefining how TVET students transition into work by pairing industry placements with psychosocial support and practical skills training.
Amathuba offers telephonic psychosocial support to TVET students during work-based learning (WBL) placements. Initial support is offered by trained peer mentors, with case-bycase referrals to professional psychologists when necessary. Students receive weekly check-in calls, while the team holds monthly check-in calls with WBL supervisors. The support service is fully integrated into the students’ WBL journey and with their supervisors, starting from pre-placement onboarding, during placement support and at completion. The programme currently supports 200 students in the Western Cape.
regulation before placement, followed by regular mentoring and life coaching during internships. Interns benefit from structured work readiness modules and ongoing check-ins, while host employers receive support through onboarding workshops, supervisor coaching and intentional feedback loops. Early results showed a 90% success rate in transitions into employment for those in a pilot cohort, with hosts consistently reporting satisfaction with intern contribution and growth.
Amathuba has also built an extensive employer network (over 600 businesses in Cape Town alone).
MOT SOUTH AFRICA (EASTERN CAPE, GAUTENG AND
KWAZULU-NATAL)
MOT South Africa is delivering measurable impact in TVET colleges by equipping young people with essential life skills that strengthen resilience, self-awareness, and socialemotional development. Five group sessions are delivered per college within the academic calendar, complementing broader student support services. The initiative reaches approximately 1 500 students across three provinces. MOT delivers inperson group wellness sessions facilitated by trained coaches, targeting students at three TVET colleges:
Port Elizabeth TVET College
Umfolozi TVET College
STADIO TVET College
Students who participate in the MOT programme show improved confidence, emotional regulation, decision-making skills and peer relationships. A 2022 study by the University of the Western Cape found an 81% pass rate among MOT students, significantly higher than the 63% pass rate among their non-MOT peers, and a 12% higher programme completion rate (31% vs 19%). This demonstrates a link between the programme and outcomes.
In 2023 alone, 9 931 youth participated in the programme facilitated by 372 trained MOT Coaches, with content centred on “Courage to Live, Courage to Care, and Courage to Say No”. Feedback from students and coaches indicates transformational change, including behavioural shifts, stronger classroom engagement and increased participation in peer-led initiatives. The programme’s integration into college life also helped create safer, more inclusive environments, reducing incidents of bullying and absenteeism.
WETHINKCODE_ (GAUTENG AND WESTERN CAPE)
WeThinkCode_ (WTC) is transforming access to digital careers for underserved youth in South Africa by delivering market-aligned, tuition-free software engineering training. The organisation runs a 10-week virtual psychosocial support programme for students enrolled in a two-year coding and software development course. Offered as a mandatory wraparound support service, the programme currently reaches 421 students across Gauteng and the Western Cape. Led by four qualified counsellors, the programme combines group sessions (10–20 students) and one-on-one sessions, using a structured handbook. Students are referred for additional support when needed. The programme has been implemented at three TVET colleges:
Ekurhuleni West TVET College
Central Johannesburg TVET College
South Cape College
Since 2016, over 1 000 young people (who were not in education, employment or training before this programme) have benefitted, with 91% of graduates finding permanent employment where they could take home upwards of R240 000 per annum, often tripling their household incomes. The programme’s success lies in its inclusive recruitment model (60% of students are from extremely low-income households), its NQF Level 6 qualification, and its close alignment with industry demands through agile, peer-based learning.
The current partnership with DGMT is extending this impact to rural communities via the South Cape TVET College pilot, which aims to train 30 youth (at least half of them women) and offer them pathways into internships and employment by 2026. Meanwhile, pilots in urban TVETs (Ekurhuleni West and Central Johannesburg) show strong retention rates (over 90%) and high student engagement, demonstrating the model’s scalability. WTC’s holistic model includes structured psychosocial support. A 10-week wellness curriculum, one-onone counselling, and group sessions address stress, anxiety, and social isolation – all challenges that disproportionately affect black female students. This support is vital in helping students navigate academic pressure and personal hardships, especially for those entering the field of technology as a “last hope” for upward mobility. By combining technical expertise with wraparound psychosocial support, WTC is not only helping to close South Africa’s digital skills gap but is also building resilience and economic mobility for a new generation of tech talent.
MASIBUMBANE DEVELOPMENT
ORGANISATION
(EASTERN CAPE)
Masibumbane Development Organisation (MDO) implements a blended psychosocial support programme for first-year students at two TVET colleges in the Eastern Cape, with the aim of curbing dropout rates at Buffalo City TVET College and Lovedale TVET College. The programme is fully embedded in the colleges' student support services and reaches approximately 3 900 students on campus.
The programme screens participants and offers them oneon-one counselling, positive talk seminars delivered by public speakers, peer-led wellness clubs, WhatsApp mentoring and workshops on various themes. Because of its proximity to
and engagements with students, the organisation has also played a significant role in advocating for key issues, including temporary emergency relief in the form of vouchers.
The organisation’s psychosocial support intervention has significantly outperformed historical norms at both colleges. In 2024, MDO’s first-year cohort achieved a 98% retention rate, with only 2% attrition – mostly due to financial hardship disproportionately affecting female students. A total of 995 students were reached through orientation activities, while 208 received one-on-one counselling, and emergency financial support was provided to the most vulnerable. MDO’s focus on psychosocial well-being extended to virtual mentoring via WhatsApp that reached 378 students, as well as wide-reaching gender-based violence information campaigns. In the health domain, the intervention enabled 1 894 students to access HIV/ AIDS and sexual and reproductive health information, doubled its condom distribution target, and facilitated 606 referrals to youth-friendly health services, addressing the critical finding that half the cohort had never been tested for HIV.
WHAT WE’VE LEARNT FROM OUR PARTNERS
Through the collective experiences of our implementing partners, several core insights have emerged around the effective delivery of psychosocial support in TVET environments. These insights highlight both successes and challenges, offering practical lessons and adjustments needed to optimise outcomes, with each project contributing its own set of learnings and best practices.
MENTALLY PREPARING FOR THE WORLD OF WORK
It’s clear that a model that integrates psychosocial support with technical training can drive student engagement and resilience. Advocating for policies that recognise mental wellness as integral to employability will help normalise personal development as part of TVET curricula.
Amathuba Collective combines psychosocial interventions with practical work-based learning placements to foster young people’s confidence, self-awareness and resilience. This structured support integrates life- and work-readiness training with personal development. Similarly, MDO’s Work Link workshops emphasise entrepreneurial skills, encouraging students to explore diverse job opportunities including self-employment. MDO’s psychosocial support services help motivate students, reduce dropout rates and support students in work-integrated learning environments. And WeThinkCode_ incorporates mental wellness support through a 10-week mandatory psychosocial programme that build essential skills like how to manage stress, set realistic goals and build emotional resilience, all of which helps to navigate the complexities of professional life.
THE VALUE OF SYNERGIES
Collaboration with student support services in TVET institutions can strengthen the delivery of interventions, helping to embed mental health resources that are accessible across campuses. MOT South Africa’s engagement with college management, combined with integration into existing student support services, enables seamless programme delivery and tailored approaches that respond to each institution’s specific needs. MDO’s Work Link intervention adds another layer by building industry partnerships that provide students with realworld work placement opportunities.
BEING RESPONSIVE TO STUDENTS’ NEEDS
Consistent, ethical data collection plays a vital role in strengthening psychosocial support programmes – a lesson reinforced across several interventions. In 2024, MDO tracked 488 first-year students at Buffalo City and Lovedale 1 2 3 4 5
Flexible, blended support models that combine in-person and virtual components should be explored to reduce logistical barriers, accommodate financial constraints and sustain student engagement.
Over and above the provision of psychosocial support services, MDO has found ways to mitigate the stress felt by students who can’t afford to buy food or are struggling to pay for other basic needs. Depending on the student’s situation, MDO provides grocery vouchers or advocates on the student’s behalf to lessen their financial burden. In addition, their Work Link entrepreneurship workshops serve as alternative pathways for students unable to secure traditional placements due to financial or logistical barriers, enabling them to pursue self-sustaining careers while studying.
Similarly, MOT South Africa emphasises aligning support activities with the academic calendar to minimise disruptions. Flexibility around exam periods improves engagement and ensures continued support through both in-person and virtual formats – extending reach and accessibility.
TACKLING STIGMA
Stigma around mental health can make students hesitant to attend group sessions. Addressing cultural perceptions and raising awareness are essential to improving engagement and normalising support-seeking behaviour. Educational campaigns and a culture of openness are key to reducing stigma and encouraging proactive engagement with mental health support. This is why MDO’s peer mentorship model fosters a supportive culture, helping to normalise psychosocial support and encouraging proactive engagement. MDO also integrates HIV risk assessment and health services, simultaneously tackling other health stigmas and enabling students to ensure they are both physically and mentally well before they enter the world of work. MOT South Africa found that extending support to coaches and staff members further cultivated a resilient and supportive culture within an institution itself.
USING DATA TO IMPROVE PROGRAMME OUTCOMES
Consistent data collection and evaluation, conducted ethically and with consent, is invaluable in assessing a programme’s impact and identifying areas for improvement.
TVET colleges, reporting a 98% retention rate. Through regular support calls, academic tracking and WhatsAppbased mentoring, the programme identified gendered vulnerabilities: most students who dropped out were female. This insight has informed targeted improvements to better support those most at risk.
Similarly, WeThinkCode_ uses a structured 10-week wellness programme supported by real-time participation data. This enables the organisation to adapt delivery formats, identify peak stress periods, and introduce tailored group sessions and early onboarding to improve engagement in the training programme.
At Amathuba Collective, data from weekly mentoring calls and employer feedback revealed that combining psychosocial support with logbook compliance, employer support, and foundation training improved work placement outcomes, with a 90% transition rate into employment for pilot cohorts.
These examples show that when data is collected intentionally and analysed thoughtfully, it not only strengthens programme delivery but also informs strategic improvements, bolsters student support and provides a credible basis for scale and sustainability.
EARLY AND TARGETED INTERVENTIONS ADDRESS MULTILAYERED STUDENT CHALLENGES
Embedding early intervention programmes within student onboarding is critical for proactively identifying and addressing psychosocial and academic challenges. This approach not only improves retention but also strengthens student resilience across academic and career pathways. MDO operationalises this principle through a structured screening process at the start of the academic year, where students complete a baseline assessment that captures demographic data and risk indicators including medical conditions and family-related stressors. These insights enable the early delivery of tailored psychosocial support like one-on-one counselling, peer mentoring, and WhatsApp-based engagement, allowing at-risk students to access support before challenges escalate.
Similarly, Amathuba Collective’s early trauma-focused interventions have proven effective in reducing dropout rates and strengthening student commitment and perseverance.
The work being done by WeThinkCode_ further demonstrates the importance of early intervention through its integrated psychosocial support model, particularly for young people from low-income backgrounds (who are not in education, employment or training). Every student participates in a mandatory 10-week mental wellness programme during
onboarding, grounded in evidence-based practices and adapted to the context. Students receive layered support, including individual and group counselling to address stressors like imposter syndrome, financial strain and family pressure. This model has yielded impressive retention outcomes of 96% and 93% in two pilots on TVET campuses, highlighting how early, structured mental health and academic support can foster resilience, promote integrity and enable students to thrive in high-pressure learning environments.
IMPLEMENTATION
CHALLENGES
Implementing psychosocial support in TVET contexts presents multifaceted challenges:
Training and capacity limitations: Though the interventions themselves are highly impactful, the educators and coaches delivering them can lack the skills and training needed to provide the more specialised support needed by students to effectively deal with the deep and complex challenges they face. Amathuba Collective notes that without adequate skills, staff cannot fully address students’ social and emotional needs. Coaches at Stadio College, who implement MOT South Africa’s programme, note the personal impact they experienced of providing psychosocial support to students – highlighting the need for additional support to process what they absorb during sessions.
Resource constraints: Limited resources remain a significant challenge for TVET institutions, many of which operate on tight budgets that restrict the scope and reach of psychosocial support services. While programmes like MDO have helped mitigate financial stress for atrisk students, offering emergency grocery vouchers, for example, limited funding means this kind of support can’t reach everyone who needs it.
Mental health not prioritised: The provision of effective psychosocial support ranks low on the service delivery priority list of low-resourced TVET colleges. This makes it difficult to secure institutional buy-in for such programmes, whether they are delivered by civil society or the institutions themselves.
Financial barriers: Students experiencing financial distress are more likely to drop out – a risk that can be addressed through financial relief strategies. MDO’s experiences have highlighted students’ increased vulnerability to dropout and mental health challenges when state funding is delayed, leaving students stranded.
Awareness and accessibility gaps: Awareness of available psychosocial services is often low among students. By integrating its support offering into the orientation process and establishing referral mechanisms through partner colleges, MDO has helped increase visibility and uptake. Implementing partners have also used WhatsApp and telephone calls to make support more accessible and responsive to students' needs.
Cultural and social barriers: and students can make communication and support more difficult. Both MDO and MOT South Africa promote culturally sensitive approaches that build trust and ensure students feel seen and understood. Programmes like Amathuba, MOT South Africa and MDO address this by using trained peer mentors or coaches who engage directly with students and facilitate referrals to appropriate services.
Logistical challenges in service delivery: geographically dispersed nature of some campuses poses significant challenges for delivering psychosocial support. Poor transport infrastructure and road conditions in surrounding areas affect student attendance and punctuality, while also complicating site visits by MOT South Africa coaches and implementation teams. These challenges are especially acute during the rainy season and winter months, when limited lighting and poor road access make travel unsafe and unreliable.
