Thousands of Zimbabwean children enrolled in South African schools are facing an uncertain academic future as some migrant families begin leaving the country amid growing fears linked to anti-immigrant hostility.
- Matric learners among those most affected
- Zimbabwean families say legal documents offer little protection
- Education experts warn of long-term consequences
- Primary school learners face uncertain transitions
- Parents call for emergency education agreement between South Africa and Zimbabwe
- Debate over foreign learners in South African schools
- A cross-border education challenge requiring cooperation
The Zimbabwean Exemption Permit (ZEP) Coordinating Committee says many school-going children are being withdrawn from classrooms as families make difficult decisions about whether to remain in South Africa or return to Zimbabwe for safety reasons.
The organisation estimates that thousands of learners may be affected, although accurately tracking the number of children involved has become increasingly challenging as many migrant families are keeping a low profile amid growing tensions.
The disruption has raised concerns about interrupted education, delayed examinations and long-term consequences for children who have already spent years adapting to the South African schooling system.
Matric learners among those most affected
One of the biggest concerns is the impact on Grade 12 learners preparing for the 2026 National Senior Certificate examinations.
Many matric pupils have spent months preparing for their final school year, only to face the possibility of relocating before completing their studies.
Edward Muchatuta, national coordinator of the ZEP Coordinating Committee, said some learners were experiencing severe emotional distress as families considered leaving South Africa.
“Imagine you are at school, you have been doing well, studying well and preparing for exams, then at the 11th hour being told that you have to relocate,” he said.
He warned that some learners had expressed extreme despair at the possibility of being forced to abandon their education plans.
The committee says the sudden removal of learners from schools could have serious consequences, particularly for students who have already overcome previous educational disruptions.
Zimbabwean families say legal documents offer little protection
Some families say having valid immigration documents has not shielded them from the hostility they are experiencing.
Jessie, a Zimbabwean mother who has lived and worked in South Africa for 17 years, said her family was considering returning to Zimbabwe despite having documentation because they no longer felt safe.
She described the current environment as increasingly hostile and said remaining in South Africa had become emotionally exhausting for her family.
Her eldest son, who is expected to complete matric in 2026, faces the possibility of losing another academic year if the family relocates.
The learner had already experienced delays after transitioning from Zimbabwe’s education system to South Africa’s in 2015.
Jessie said her son wanted to complete matric and continue to university but was struggling emotionally because of the discrimination and stigma he felt at school and within his community.
Several of his classmates had already returned to Zimbabwe, she said.
Her younger child, currently in Grade 5, could also face disruption because Zimbabwe’s academic calendar does not align with South Africa’s.
If the family returned immediately, the child could be forced to wait several months before restarting school, potentially repeating the grade.
Education experts warn of long-term consequences
The ZEP Coordinating Committee says many affected learners are already vulnerable because they have experienced previous educational transitions.
Children who moved from Zimbabwe to South Africa often had to repeat grades while adjusting to a new curriculum, language requirements and teaching methods.
A return to Zimbabwe could create another academic setback.
Muchatuta warned that learners could lose several important years of schooling because of repeated changes between education systems.
He said moving a learner halfway through the academic year was extremely difficult because the two countries follow different curricula.
Many learners who studied Afrikaans for years in South Africa may have to transition to Shona or Ndebele language requirements in Zimbabwe, creating another barrier.
There are also differences in subjects and assessment structures.
South Africa’s curriculum includes subjects such as Mathematical Literacy and Life Orientation, while Zimbabwe follows a different academic framework for mathematics, science and history.
The South African Curriculum and Assessment Policy Statement (CAPS), which includes continuous assessment and practical assignments, also differs significantly from Zimbabwe’s examination-focused approach.
Primary school learners face uncertain transitions
Younger learners are also caught in the disruption.
The committee says some primary school pupils may not be able to transition smoothly into Zimbabwe’s next academic levels because registration deadlines have already passed.
For example, Grade 7 examination registration in Zimbabwe closed earlier in the year, meaning children who suddenly relocate may not qualify for progression into the next phase of schooling.
The result could be hundreds of learners becoming academically out of sync, forcing them to repeat grades or wait until the next school cycle.
Parents call for emergency education agreement between South Africa and Zimbabwe
The ZEP Coordinating Committee has appealed to both governments to introduce emergency measures to protect affected learners.
The organisation is calling for arrangements that would allow children returning to Zimbabwe to continue following the South African curriculum.
It has also proposed establishing joint examination centres near the border, including areas such as Beitbridge or the Musina Repatriation Centre, where Grade 12 learners could complete their National Senior Certificate examinations.
Parents have indicated that they are willing to contribute financially by supporting education programmes using qualified teachers who previously worked in South Africa.
“As parents, we are saying we are prepared to fund the education of our children like we have been doing before. What we want is just political will from the South African government and the Zimbabwean government,” Muchatuta said.
Debate over foreign learners in South African schools
The education crisis comes amid wider debates around migration and public services in South Africa.
In January 2026, the Department of Basic Education rejected claims that foreign learners were placing excessive pressure on the country’s school system, describing such claims as inaccurate.
The department said foreign learners make up a small percentage of total enrolment in public schools.
According to figures provided by Basic Education Minister Siviwe Gwarube in a parliamentary response, South Africa’s public schools had 253,618 foreign learners and 3,240 foreign educators employed during that period.
The department has not yet responded publicly to questions regarding specific measures to support foreign learners who may be forced to relocate because of migration-related pressures.
A cross-border education challenge requiring cooperation
The situation highlights the complicated relationship between migration, education and regional cooperation in Southern Africa.
For many migrant families, schools have become a foundation of stability, allowing children to build friendships, continue their studies and plan for future careers.
A sudden interruption could have consequences far beyond a single school year, affecting university opportunities, employment prospects and social development.
As tensions surrounding migration continue, education authorities in both South Africa and Zimbabwe face increasing pressure to find practical solutions that protect children from becoming casualties of political and social instability.
