Online Reporter
Theseus Shambare,Features Writer
Fourteen-year-old *Tariro sat quietly in a classroom at Jonas High School in Seke, her eyes darting between the teacher and her classmates.
But on this day, the lesson was not about equations or grammar.
It was about feelings — and for the first time, she felt safe enough to speak.
“Sometimes I cry before coming to school,” she said softly.
“But today, I feel like someone finally sees me.”
That moment came during a “head-to-toe” psychosocial assessment conducted by Shamwari yeMwanasikana (SYS), in partnership with SAT Zimbabwe and SAT Regional.
The initiative provided a rare space where learners could open up about personal and social issues, with trained professionals ready to listen.
“It was heartwarming to see learners open up,” said SYS director Ms Ekenia Chifamba.
“Integrating education with social support in schools has a profoundly positive impact. We are addressing the whole child — academically, socially, and emotionally.”
Mrs Lilian Matambanadzo, Jonas High School’s guidance and counselling teacher, warmly welcomed the Head to Toe school programme initiative, expressing appreciation for its potential to support students.
“This programme is beneficial for our children, enabling them to learn comfortably without worries, as social issues can significantly impact their learning process,” the teacher said.
This approach comes at a time when Zimbabwe is grappling with a silent but deadly crisis: rising cases of student suicides linked to depression, bullying and emotional neglect.
In 2022 alone, more than 20 cases of learner suicide were reported in schools across the country, according to ZimStat and police records.
Many of these children had no trusted adult or peer to confide in.
A 2023 UNICEF Zimbabwe report further revealed that over 30 percent of students surveyed had experienced bullying and one in five reported frequent feelings of hopelessness, significantly impacting their academic performance and mental health.
At Roosevelt Girls High School, SYS recently formalised its partnership by becoming the official parent body of the school’s new Human Rights Club — a platform for girls to learn about their rights and access counselling and peer support.
“SYS had an amazing time with learners at Roosevelt,” Ms Chifamba said.
“We were proud to be announced as the parent organisation of the Human Rights Club, a space that amplifies girls’ voices and gives them the tools to protect their rights.”
The initiative is not only symbolic — it provides targeted support through mentorship, workshops, and confidential counselling.
“At first, I didn’t even know what rights I had as a girl,” said one Roosevelt student, Tanaka Mazhambe.
“Now I know I can speak up when something feels wrong.”
Both Jonas and Roosevelt schools are part of a growing movement in Zimbabwe’s education sector: moving beyond academics to embrace emotional wellness and rights-based empowerment.
“The goal is to foster supportive communities that build confidence and awareness,” said Ms Chifamba.
“We are creating spaces where learners can grow, not just academically, but as whole individuals.”
While many schools still face infrastructure and resource gaps, these initiatives demonstrate what is possible when education meets empathy.
The SYS-led model shows that change does not always need major reform — sometimes, it starts with listening, healing and building trust.
As Tariro walked out of her classroom that day, her steps were a little lighter.
Her voice, once buried in silence, had found a home.
And in schools like Jonas and Roosevelt, thousands more are beginning to do the same — moving from silence to strength.
*Not her real name
