Zainab Slarmie, a Grade R teacher at Jupiter Street Primary, has created a supportive and inclusive classroom environment.
Zainab Slarmie, a 27-year-old Grade R teacher at Jupiter Street Primary School, has become a source of inspiration for her pupils and colleagues alike.
Teaching from a wheelchair, she draws from her own life experiences to motivate her pupils with messages of resilience, kindness, and courage.
A car accident at the age of 13 left her paralysed, altering the course of her life.
Overcoming adversity, including the lack of accessibility at her high school, she graduated with a Bachelor’s pass. She went on to complete her foundation phase teaching qualification through Unisa in 2022, achieving this while recovering from a C-section delivery just days before her final exams.
“I wanted to teach because of my passion for motivating children and promoting inclusivity,” says Ms Slarmie.
She says her mother’s wisdom and strength have been her guiding light through tough times, including experiences of bullying during high school.
“My mom’s encouragement to persevere, even in the face of adversity, shaped my belief in my own potential and my determination to help others.”
In her classroom, Ms Slarmie incorporates lessons on resilience and determination.
“I want my learners to see adversity not as a barrier, but as an opportunity to grow.
“I hope my learners walk away with the belief that their potential is limitless, regardless of their circumstances.
“I find fulfilment in fostering a supportive and inclusive environment where all students feel valued and empowered to succeed, no matter their background or abilities.”
Jupiter Primary’s principal, Celeste Abrahams, says Ms Slarmie has had a transformative impact on the school.
“She is a valued member of our school community. Her resilience and positivity have enriched our culture, fostering values of inclusivity, determination, and collaboration.”
She says Ms Slarmie’s pupils see in her a role model for perseverance.
“She shows them that obstacles are not insurmountable and that success comes through hard work and belief in oneself.”
Ms Slarmie hopes schools and communities will continue to create inclusive spaces for pupils and teachers with disabilities.
“Accessibility, empathy, and understanding are key,” she says. “By prioritising these, we can build environments where everyone can thrive.”
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