Page 71 - Education Supplement February 2026

EDITORIAL

This approach reflects a broader shift in how learning is being structured.
Instead of expecting every child to adapt to the same environment, some
educators are adapting the environment to the learner. This is particularly
relevant for children managing anxiety, depression, chronic illness, or the
effects of unsafe or unstable situations, where daily attendance and exam
pressure can become barriers rather than supports.

Curriculum design in these settings also looks different. Project-based
learning and integrated STEAM approaches allow learners to show
understanding through applied work rather than relying solely on timed
exams. For students who think best through building, designing, or problem-
solving, this can restore a sense of competence that has often been lost.

“We’re not working with learners who can’t learn,” van Dyk says. “We’re
working with learners who need learning to happen differently.”

These models are not presented as replacements for all schooling.
Traditional schools continue to work well for many children. But for families
whose realities no longer align with a conventional classroom, alternative
pathways offer continuity without forcing learners into environments that
actively harm them.

For parents navigating these decisions, there is no single right choice. What
is becoming clearer is that learning does not have to stop simply because
school, as it currently exists, no longer fits.

Sometimes, allowing education to take a different shape is not giving up.

It is responding thoughtfully to the child in front of you.

And for many families, that makes all the difference.

For further context around the STEAM curriculum, enquiries can be directed
to Hester van Dyk at info@gethybrid.org

One local example is Hybrid Academy,
founded by Hester van Dyk. The academy
works through a blended model that
combines online learning with optional
learner centres and face-to-face
support, while also allowing families to
complete schooling at home with parental
involvement, guided by online facilitators.

Learners are not locked into a single
format. They may move between centre-
based learning, online classes, and
supported home learning as their needs
change over time.

“What we see again and again is that
flexibility isn’t optional for many families,”
says van Dyk. “For some learners, it’s the
only way education can continue in a
stable, sustainable way.”

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