Jan Kempdorp, a town in the Northern Cape province of South Africa, is known for its tranquil atmosphere and strong community bonds. The rhythm of life here is often dictated by the seasons and the close relationships between neighbors. But on 16 May 2025, this tranquility was shattered for El-Zané du Plessis, a dedicated foundation phase teacher at Vaalharts Combined School. What began as a simple act of support for a school fundraising event quickly spiraled into a personal crisis, leaving her facing financial uncertainty, a sense of betrayal, and a growing disillusionment with the system she had committed her life to.
Vaalharts Combined School, like many educational institutions in South Africa, operates with limited resources. Fundraising events are essential to supplement government funding and provide students with the necessary tools and opportunities. These events, from bake sales to car washes, foster a sense of community and shared responsibility among students, teachers, and parents.
The school's sports day on 15 May 2025, was a prime example. Each grade organized a fundraising activity, with the Grade 11 class deciding to offer a car wash service to the teachers.
El-Zané du Plessis, known for her commitment to her students, initially hesitated to participate. Having purchased her Volkswagen T-Cross at the end of 2022, she was protective of her vehicle. She worried about potential scratches or damage. She voiced these concerns to colleagues, apprehensive about entrusting her car to teenagers in the lively atmosphere of the sports day.
However, the Grade 11 students were persistent. They approached Ms. Du Plessis, pleading with her to reconsider. They emphasized the importance of the fundraiser and assured her they would take utmost care of her car. Touched by their earnestness and believing in supporting her students, Ms. Du Plessis reluctantly agreed.
The students were busy on Thursday, so Ms. Du Plessis agreed they could wash the car on Friday. On the morning of 16 May 2025, the students arrived early, eager to begin. Ms. Du Plessis, still with some reservations, walked with them to her car. She unlocked the vehicle, removing her valuables as a precaution. She reminded them about the car's automatic locking system and urged them to be careful. With these instructions, she entrusted her car to the students and returned to her classroom, hoping for the best.
As the morning progressed, Ms. Du Plessis focused on her teaching duties. During her break, she was assigned to field service and didn't check on the car. She assumed the students were working diligently.
However, her expectations were soon shattered. At approximately 11:45 AM, a student approached Ms. Du Plessis, asking her to come outside. Assuming the car wash was complete, she went towards the parking area.
Instead of a clean car, she found a scene of confusion. A student was sitting on the stairs, looking distraught. He explained that the driver had taken the car to store the buckets and rags and had swerved to avoid a dog, crashing into an irrigation canal.
Ms. Du Plessis was in disbelief. She rushed to the principal's office to report the incident. She requested the principal accompany her to the scene, but he declined, assigning another teacher, Mr. 1, to assist her.
After a delay, Mr. 1 agreed to take Ms. Du Plessis to the canal. They spotted her car, confirming her worst fears. At the scene, a crowd had gathered. A mother, visibly shaken, approached Ms. Du Plessis, recounting the events. She claimed the car had been speeding and nearly hit her and her child before plunging into the canal. She disputed the student's claim about swerving, stating the driver had lost control.
The damage to Ms. Du Plessis's car was extensive. The radiator, gearbox, and chassis had suffered severe damage. The vehicle was clearly inoperable.
Shocked, Ms. Du Plessis called the chief, seeking assistance. However, the chief declined to come, stating it was a police matter. Ms. Du Plessis retrieved her belongings and locked the car.
Returning to school with Mr. 1, Ms. Du Plessis informed the principal about the damage and her intention to file charges. The principal didn't offer to accompany her to the police station, and Mr. 1 declined to get involved. Another teacher, Teacher 1, eventually agreed to go with her.
Later, Teacher 1 accompanied Ms. Du Plessis to the scene, where the police were present. The mother reiterated her account, stating the driver had waved, not swerved, before the crash.
Ms. Du Plessis's husband arrived and spoke with the student's uncle, who voiced concerns about the principal's handling of the situation and alleged that the gate guard was under the influence of alcohol. Ms. Du Plessis reported this to the police, but they couldn't administer a breathalyzer test without direct involvement in the accident. Attempts to contact the principal for assistance were unsuccessful.
After giving her statement, Ms. Du Plessis learned that the same student had allegedly taken another teacher's car without permission the previous day. It was also revealed that a third student had been involved but became frightened and left.
Further allegations surfaced, claiming the student had stolen money from the fundraiser to buy alcohol and that the car had been taken to places they hadn't initially admitted.
Ms. Du Plessis felt let down, particularly by her union, Sadtu, which she claimed hadn't offered support. She feared she was being blamed.
Adding to her troubles, the insurance company reportedly wouldn't pay out without a theft case. However, the police classified it as "borrowing without consent," hindering her claim. According to Ms. Du Plessis, the police stated that the children did not steal the car to keep it or sell it, leading to the lesser charge.
The incident raises questions about school safety, student responsibility, and teacher support. It highlights the potential risks of seemingly harmless activities and the need for clear guidelines and accountability. The lack of support from the school administration and the union further compounds the sense of injustice.
The case of El-Zané du Plessis serves as a stark reminder of the importance of trust, responsibility, and the potential for unforeseen consequences. It underscores the challenges faced by teachers in South Africa and the need for greater support and protection. The incident also brings to light the complexities of navigating legal and insurance issues in the aftermath of such an event. The emotional and financial toll on Ms. Du Plessis is significant, highlighting the vulnerability of teachers and the need for stronger safeguards to protect them from such situations.
The aftermath of the event saw Ms Du Plessis seeking legal counsel, as well as the department of education launching an investigation into the matter, in an attempt to determine the full extent of the events and the best course of action. The community of Jan Kempdorp was left reeling from the incident, questioning the values and responsibilities of its youth and the effectiveness of the support systems in place for its educators. The incident served as a wake-up call, prompting a re-evaluation of school policies and procedures and a renewed commitment to fostering a culture of respect, responsibility, and accountability.
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