HAVE you ever thought about those children labelled as dull — akapusa, “idzungairwa, isithutha or isikhuthukhuthu? Let me address the issue.
In Zimbabwean schools and homes, countless children struggle in silence due to a lack of understanding and appreciation for neurodiversity. These children, who may be neurodivergent, are often misunderstood, labelled and excluded from meaningful participation in their education.
Words such as madofo (meaning beyond dull) and dzungairwa (mentally ill) in Shona or isithutha or isikhuthukhuthu in Ndebele, are frequently used to demean them, perpetuating stigma and damaging their self-esteem.
Some schools have a “special class” for such children, but the way they are sometimes viewed and treated is not the best. The “special class” ends up not serving the purpose, but making it worse. This situation calls for urgent action to raise awareness and promote acceptance of neurodiversity in Zimbabwe’s education system.
What is neurodiversity?
Neurodiversity is a concept that recognises and respects neurological differences as natural variations of the human brain. These differences include conditions such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, dyspraxia and more.
Neurodivergent individuals often have unique strengths, perspectives, and ways of learning, which can contribute greatly to society when nurtured and supported.
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The Zimbabwean education system, like many others, often operates under a one-size-fits-all approach to learning (there are very few schools that cater for such children).
Neurodivergent children, who may require tailored support, frequently fall through the cracks. Some of the most concerning issues include:
Lack of awareness among educators and parents: Many teachers, school leaders, and parents are unfamiliar with neurodiversity, leading to misinterpretations of behaviours or learning difficulties as laziness, disobedience, or cognitive incompetence.
Stigmatisation of neurodivergent learners: Mockery and derogatory labels perpetuate the isolation and marginalisation of these children. This stigma not only affects their academic performance but also harms their mental health and self-worth.
Inadequate training and resources: Schools in Zimbabwe often lack trained staff, diagnostic tools, and teaching resources to identify and support neurodivergent learners effectively.
Peer bullying: Students, who exhibit different behaviours or learning styles, are often targeted by their peers, further alienating them from the school community.
Why it matters
Failure to address neurodiversity in schools has profound consequences, not only for the neurodivergent learners but for society at large. Many of these children have immense potential that remains untapped due to systemic neglect.
By understanding and supporting neurodivergent students, Zimbabwe can cultivate a generation of individuals with unique talents who can contribute meaningfully to the nation's development.
Embracing neurodiversity
Raise awareness: Schools should conduct workshops and training sessions for teachers, parents, and students on neurodiversity. Awareness campaigns can debunk myths and foster a culture of acceptance.
Implement inclusive teaching strategies: Educators should adopt differentiated instruction methods to accommodate diverse learning needs. This might include using visual aids, hands-on activities, and technology to enhance learning for neurodivergent students.
Provide support services: Schools need to invest in special education professionals, counsellors, and speech or occupational therapists to provide tailored support.
Foster a safe environment: Anti-bullying policies should be strengthened, and peer education programmes should be introduced to create a more inclusive school culture.
Advocate for policy changes: The government and educational authorities must prioritise neurodiversity in educational policies, providing funding for resources and mandating teacher training on the subject.
A call to action for parents
Parents and communities play a critical role in addressing this issue. Parents should seek to understand neurodiversity and advocate for their children’s needs. Community leaders and organisations can support by promoting inclusive education and challenging societal stigma around neurological differences.
Conclusion
Addressing neurodiversity in Zimbabwean schools is not just a matter of educational reform; it is a matter of human rights. Every child deserves the opportunity to learn and grow in an environment that values and supports their unique potential.
By raising awareness, equipping educators, parents and fostering a culture of inclusivity, Zimbabwe can ensure that neurodivergent children are not only accommodated but celebrated for the diversity they bring to the classroom and society.
I would like to implement a programme to raise awareness on this subject matter, including educating teachers and parents to create a conducive environment for learning and growing for the neurodivergent children.
If you resonate with this and seek for a change, kindly get in touch. Organisations interested in funding this initiative can also get in touch with me.
- Moyo is an education specialist and activist, with a Master of Philosophy in Educational Leadership and Improvement from the University of Cambridge, a Beit-Cambridge Scholar. She has over five years of experience in educational leadership, project management and equity-focused education. She is passionate about advocating for inclusive education, gender equality (girls education and women empowerment, child-welfare, youth empowerment, skilled at leveraging strategic partnerships to deliver impactful, equitable and sustainable educational programmes. — [email protected]
