Seven distinctions and the title of dux learner at Westville Girls’ High School placed Aseza Ngema among the country’s top matric achievers. Beyond the academic accolades, Ngema is a thoughtful young woman who writes poetry and short stories, values her faith, and believes that success should never define one’s entire identity. The Springfield Weekly Gazette invited her onto the couch to reflect on her journey, the mindset behind her achievements and the dreams she hopes to pursue next.
Springfield Weekly Gazette: Congratulations on achieving seven distinctions and being named dux learner at Westville Girls’ High School. How did you feel when you received your matric results?
Aseza Ngema: I was in disbelief, and I kept counting the distinctions over and over again. Then, when I saw the actual statement, I was shaking because I couldn’t believe I’d actually achieved my goals.
SWG: Looking back on your journey at Westville Girls’ High School, when did you realise you were capable of achieving at this level, and which subject challenged you the most?
AN: I’m not sure there was ever a specific moment that I realised I was capable of achieving at a certain level. It never crossed my mind, actually. Instead, what was really important to me was making sure that my academic success, or lack thereof, did not dominate my identity, my being, and my purpose at school. I wanted to be able to do my best and be happy about it without feeling like I could have done better. I think that’s what made me capable of achieving at this level — a combination of being intentional, but relaxed enough to not let the pressure get to me. The subject I struggled with the most was Physical Sciences. I loved most of it; I just didn’t understand how to study for it in a way that suited my brain. But I am glad I got the hang of it… eventually.
SWG: Matric is often described as a mentally demanding year. What were some of the biggest challenges you faced, and how did you manage pressure and self-doubt?
AN: I think not understanding something when you try so hard to understand it can be very frustrating. It was one of my biggest challenges with Maths and Physics. I also faced time management challenges. I took on many leadership roles, and I had to learn to put my best foot forward and work hard in all of my portfolios and my schoolwork. Pressure is something I learned to manage in Grade 11. It was my best high school year, socially and academically. Pressure is important because without it, you wouldn’t be motivated to make the right choices in order to achieve. But by Grade 10, the pressure was affecting my academic performance and how I saw myself academically. It made me hate school and think that maybe I wasn’t as academically inclined as I thought I was. That’s when I decided to forget about the awards system and just do what I do best. I truly think that shift in mindset is what made Grade 11 such a good year. I did well for myself for the first time in my life, and it was rewarding. This carried on into my Matric year. I trusted myself to do my best at every stage of the game, which reduced the pressure and self-doubt significantly.
SWG: Many learners are eager to know your secret to success. What did your study routine look like, and which habits helped you stay consistent throughout the year?
AN: My study routine looked different at different points of the year. I must admit I only found my feet during the latter half of the year, after the June examinations. I would do Maths and Physical Sciences every day (interchanging between Physics and Chemistry). Then I’d have what I called a language day (isiZulu and English) and a theory day (Life Sciences and History). I often wrote the sections I needed to cover for each subject on a piece of paper and centred my study timetable around that instead of just writing the subject. Being specific breeds intentionality because it allowed me to tackle my weak spots first and then become even better at what I was already good at. I have no cheat code for consistency. You just have to be disciplined and do work every single day. There’s no other way. Although I will say that two hours of work every day is better than one day of work a week.
SWG: How did you balance academic demands with rest, personal time and your mental well-being?
AN: I didn’t. That part of my life was severely out of order in Matric. I just went along with everything as it came. When I did get time to rest, I took it with both hands. But I really was just go, go, go the whole year, whether it was academics or leadership. I missed many lunch breaks and was often busy after school. I had very little personal time. I find it funny now, but I don’t advise it. Rest is very important. My mental wellbeing was mildly okay since I had Students’ Christian Association and many friends to help me along the way. I also enjoyed most of what was taking my time, so that helped significantly. While I didn’t strive to be balanced in that aspect, things just sort of worked out for me. But it might not for everyone, so I advise people to seriously consider their mental wellbeing, personal time, and rest, and intentionally make time for those things. It’s important.
SWG: Support systems play a big role in success. Who were the key people behind your achievement, both at home and at school?
AN: At home, my entire family was supportive, caring, and kind towards me. They were there every step of the way. They encouraged me, gave me practical advice, and offered their shoulders freely whenever I needed to cry. At school, my friends were the highlight of my school career. They made school a place I looked forward to going to every day.
SWG: Is there a teacher or mentor who made a particularly strong impact on your academic journey?
AN: I have various teachers who made a huge impact on my journey. I would list them all, but I risk forgetting one. I would just say that every teacher who taught me, gave me advice, or checked up on me when I wasn’t myself contributed in some way to my journey, which I sincerely appreciate. Not just my Matric teachers, but teachers who taught me along the way too.
SWG: Being named dux learner is a significant honour. What does this achievement mean to you personally?
AN: I think it’s the culmination of patience, resilience, discipline, and hard work. It’s a really beautiful part of my journey that I cherish. It’s also a representation to younger girls that there is no limit to what you can do, and if one girl can gain the courage to dream bigger than herself and execute it because of me, then I am satisfied. Ultimately, it’s like a tiny paw print among many — proof that I was a learner at Westville Girls’ High School, which to me is an honour and a privilege.
SWG: What lessons did matric teach you about discipline, resilience and believing in yourself?
AN: I think Matric taught me that discipline isn’t a one-and-done journey. It’s possible to lose it if you slack even once. I learnt that being resilient requires effort. It’s a decision one makes after every success or failure to continue doing your best. It’s when your work ethic isn’t informed by your results, but by the goals you’ve set for yourself and believe yourself to be capable of achieving.
SWG: What are your plans now that matric is behind you, and what field of study or career path are you hoping to pursue?
AN: I am currently enrolled at the University of the Witwatersrand. I am studying a BSc in Computer Science, which I hope to follow with an Honours degree in Computer Science. Thereafter, I hope to pursue my Master’s in Oceanography. I am setting myself up to work in the industry of ocean robotics and marine data science. But who knows? Dreams can change.
SWG: Do you feel a sense of responsibility to inspire or uplift other learners through your achievement?
AN: Yes, I do. It’s important. The world is often hopeless and cynical these days. People need a lifeline — something to believe in the impossible again so that they can fetch their dreams.
SWG: What message would you like to share with learners who may be doubting their abilities or struggling academically?
AN: I would say that they need to reflect on how they are viewing their academic life. If it has become their entire purpose and identity, they need to shift their mindset to focus more on their emotional and mental wellbeing. Once they gain that stability, they can proceed to start strategising with their parents’, teachers’, or mentors’ help. It’s okay to need help. It’s good to ask for help. That’s how you grow. They also need to remind themselves that it is a marathon and that there is still time to gain confidence in their academic abilities. If they work hard every day, do practice papers, and ask for help as early as possible, they will be fine.
SWG: Finally, what advice would you give to the next matric class preparing for their final exams?
AN: I would say that they should reconsolidate their notes every day for theory-heavy subjects, do their homework every day, and practise past papers every weekend. They need to have a set timetable and give themselves time to rest, reset, or simply take their mind away from academics.
