TERMS 1 AND 3 · DEVELOPMENT OF THE SELFDEVELOPMENT OF THE SELF
What you must be able to do
Define the key terms; differentiate self-esteem from self-confidence and sex from gender
Explain what shapes self-esteem, including the media, and how to build confidence
Explain how stereotypes and gender inequality harm relationships and well-being
Name the four fitness components and link exercise and recreation to emotional health
Describe life roles and the physical, emotional and social changes to adulthood, and how to cope
Apply values and decision-making skills to a sexuality or lifestyle scenario, respect diversity, and say where to find help
Write 2-, 4- and 6-mark answers using the fact, elaboration, qualification, outcome chain
Core content · Self-awareness, self-esteem and confidence
⚡ MUST MEMORISESelf-awareness: knowing yourself, including your strengths, weaknesses, feelings, values and interests. Self-esteem: the overall opinion you hold of your own worth. Self-confidence: belief in your ability to do something specific. Memos allow your own correct wording.
To enhance self-awareness, self-esteem and self-development: list your strengths and weaknesses, ask for honest feedback, set realistic goals, use positive self-talk, accept mistakes, look after your body and limit online comparison.
To build confidence in yourself and others: communicate clearly, complete tasks and projects, take part in community life, make good decisions and affirm other people.
Uniqueness: everyone is unique, so respect differences in race, gender and ability.
⚖️ LAWS / FRAMEWORKSThe answer chain. A fact earns 1 mark and its elaboration a second: a linked pair worth 2. A 4-mark answer adds a qualification (a limit) and an outcome (the result). “Social media can lower self-esteem (fact) because teens compare themselves with edited photos (elaboration), although online role models can do the opposite (qualification), so a teen may stop joining in (outcome).”
⚠️ COMMON MISTAKESwapping the two terms. Self-esteem is your overall worth; self-confidence is belief in one ability. “Self-esteem is confidence” loses the differentiate marks. Say which is general, which is specific, and give an example of each.
⭐ EXAM FAVOURITEA full 20 marks. A named learner with low self-esteem has been set as a whole Section B question: define, describe, discuss, advise with an outcome. Answer Aisha’s before you read the ticks.
Section B (20 marks): Aisha loses her spark
Written for this guide. Aisha, 15, used to lead her school’s chess club. After a classmate posted a video of her freezing during a speech on social media, she stopped answering in class and skipped chess. She scrolls through photos of “perfect” classmates and tells her sister, “I’m useless at everything.”
(a) Define self-esteem. (2): The overall opinion you have of your own worth ✓ and how much you value and respect yourself ✓.
(b) Identify TWO behaviours that show low self-esteem. (2): She stopped answering in class ✓. She skipped chess club ✓. (“I’m useless at everything” also earns a mark.)
(c) Describe TWO ways the media affected Aisha. (4): Photos of “perfect” classmates ✓ made her compare herself and feel not good enough ✓. The shared video ✓ embarrassed her in front of many people and damaged how she sees herself ✓.
(d) Discuss TWO effects of low self-esteem on her life. (4): Relationships: she withdraws from chess and friends ✓, so she loses support and may feel lonelier ✓. Schoolwork: she stops taking part ✓, so her marks may fall and her self-esteem drops further ✓.
(e) Explain how the school can help. (2): A counsellor can talk with her ✓, and teachers can act against the bullying and ask learners to delete the video ✓.
(f) Advise Aisha how to rebuild her confidence and give an outcome. (6): Return to chess ✓: success at something she is good at rebuilds belief in herself ✓. Talk to a trusted adult or counsellor ✓, who can help her deal with the hurt ✓. Spend less time comparing herself with edited photos ✓, so she notices her real strengths ✓.
One mark per fact, a second for its elaboration. In (f) every piece of advice needs its outcome; “be confident” or “ignore them” alone earns nothing.
Core content · Power, gender, stereotypes and inequality
⚡ MUST MEMORISEPower: the ability to influence or control people, events or resources. Power relations: how power is shared or used between people or groups, equal or unequal. Masculinity: the qualities and roles a society expects of boys and men. Femininity: the same for girls and women. Gender: the roles, behaviours and expectations a society attaches to being male or female.
Man and woman. Biological differences are about reproduction: women ovulate, menstruate, become pregnant and breastfeed; men form sperm. Most other differences, such as who cooks, leads or earns, are roles a community assigns, so they can change.
A stereotype is a fixed, oversimplified belief about a group: “boys don’t cry”, “girls are weak at maths”. It limits what people try and makes unequal treatment look normal.
Physical activity: boys are often pushed towards sport, while girls meet “not ladylike” remarks, safety worries and fewer teams. Size differences are no reason to keep girls out, as Banyana Banyana, the 2022 African champions, showed.
⚠️ COMMON MISTAKEWriting “gender means male or female”. That describes sex. Sex is biological and you are born with it; gender is the roles society attaches to it, learnt and able to change. Use the words “biological” and “society” in a differentiate answer.
Read the extract (2 marks each)
Written for this guide. At a careers evening Sipho’s uncle laughs when Sipho says he wants to study nursing: “That is a job for girls. Real men work with their hands.” Across the hall a coach tells Lerato not to try out for rugby: “Girls get hurt. Stay with netball.”
(a) Identify ONE stereotype. (2): “Nursing is a job for girls” (or “girls get hurt in rugby”) ✓: a fixed belief about what one gender can do ✓.
(b) Explain how it could limit Sipho. (2): He may give up his dream of nursing ✓ to avoid being laughed at, so his talent goes unused ✓.
(c) Suggest how Lerato can challenge the stereotype. (2): She can attend the trial anyway ✓ and show her skill, which proves the belief wrong ✓.
Name the stereotype, then say what it assumes about one gender: fact plus elaboration is the 2-mark chain. The effect comes in (b) and (c).
Gender inequality is unequal power, opportunity or respect because of someone’s gender. In a relationship it means one partner decides, controls or pressures, and the other cannot say “No” or negotiate safer choices. Follow the chain; each link can earn a mark.
Read the extract
Written for this guide. Nomsa, 16, has a boyfriend, Sbu, 17. He decides who she may talk to, checks her phone and laughs when she asks him to use a condom: “I’m the man here.” She has started missing school.
(a) Identify TWO signs of unequal power. (2): He decides who she may talk to ✓ and ignores her request about a condom ✓. (Checking her phone also earns a mark.)
(b) Explain how this could harm her well-being. (4): She cannot negotiate safer sex ✓, so she risks pregnancy or STIs including HIV ✓. Control and fear can cause anxiety and low self-esteem ✓, and missing school limits her future ✓.
(c) State ONE place where Nomsa can get help. (1): A clinic, a school counsellor or Childline (116) ✓.
Quote the extract for “identify”, then follow the chain from unequal power to its effect.
⚠️ COMMON MISTAKEBlaming the victim. In a question on gender inequality, “she should not have gone there” misses the point. The cause is misuse of power; risky situations raise risk, as the risk factors below show, but never excuse the abuser.
Addressing it: challenge stereotypes, share chores and decisions, teach respect and the right to say “No”, report abuse, support (not shame) a learner who is pregnant, and involve boys and men as allies.
If this heading is close to home, you are not alone: Childline (116) is free and open 24 hours, and the GBV Command Centre (0800 428 428) is toll-free.
Core content · Exercise, fitness and mental health
The four fitness components
Component
What it means
Example
Cardiovascular fitness
How well the heart and lungs supply oxygen during long effort
Jogging, swimming
Muscular strength
The most force a muscle can make in one effort
Heavy lifting
Muscular endurance
How long a muscle can keep working before it tires
Repeated sit-ups or push-ups
Flexibility
The range of movement around a joint
Stretching, yoga
🔥 FREQUENTLY TESTEDSection A item 1.2. Three to five descriptions, each answered with ONE term: “how well the heart and lungs supply oxygen during long effort” is cardiovascular fitness; “the range of movement around a joint” is flexibility.
Value of exercise programmes: a stronger heart, lungs, muscles and bones, a healthy weight, more energy, better sleep and fewer lifestyle illnesses. Body and mind: exercise releases endorphins (feel-good chemicals), lowers stress and anxiety, lifts mood, sharpens concentration and builds self-esteem.
⚠️ COMMON MISTAKEWriting one direction only. The relationship between physical and mental health works both ways: exercise lifts mood and lowers stress, and stress or low mood drains energy and sleep, so exercise gets harder. One direction loses marks.
Read the infographic
(a) State the percentage of active learners who sleep well. (1): 80% ✓.
(b) Compare the two groups on feeling calm before tests. (2): 60% of active learners feel calm ✓, compared with 30% of the less active group ✓.
(c) State ONE conclusion about exercise and mental health. (2): Learners who exercise often are more likely to sleep well, feel calm and concentrate ✓, so exercise supports mental health ✓.
Read values against the axis and quote the unit (%). A survey shows a link, not proof of cause.
Core content · Life roles and how they change
You play many roles at once, and the mix changes as you grow. Each one carries responsibilities.
Life roles and what each asks of you
Role
Typical responsibilities
Child, student
Follow family rules, attend and study, help at home
Partner, mother, father
Respect, share decisions, care for and provide for children
Breadwinner, employee
Earn, budget, work well and on time
Employer
Pay fairly and keep the workplace safe
Leader, follower
Guide fairly and listen; cooperate and speak honestly
Grandparent
Share wisdom and support the family
How roles change: responsibilities grow (learner now, employee later); roles can clash, such as student and carer of a sibling; a new role, like parent, changes how you relate to your own parents.
Society and culture shape who is expected to care, earn and lead, and many families now share these roles. To handle a role well, know what is expected, plan your time, communicate and ask for help.
⚠️ COMMON MISTAKEListing when asked to explain. “State FOUR life roles” needs only names. “Explain how roles change” needs what a role involves or how it changes: a learner who starts work gains new responsibilities.
Core content · Changes from adolescence to adulthood: physical, emotional and social
📖 KEY DEFINITIONAdolescence: the move from childhood to adulthood, roughly ages 10 to 19. Hormones start the physical changes; emotional and social changes follow, and all of it is normal.
⚠️ COMMON MISTAKEMixing up primary and secondary changes. Primary changes are directly about reproduction: ovulation and menstruation in girls, sperm (seed) formation in boys. Secondary characteristics are the other visible signs: breasts, wider hips, a deeper voice, facial and body hair.
Section C (20 marks): the 4 + 8 + 8 scaffold
Written for this guide. Thabo, 15, now wants his own space at home, argues with his parents and worries about what his friends think of everything he does.
(a) State FOUR changes from adolescence to adulthood. (4 × 1): Hormones cause growth spurts ✓. Emotions become stronger ✓. Peer acceptance matters more ✓. Responsibilities increase ✓. Write them as four short sentences.
(b) Explain how emotional changes can affect Thabo’s relationships. (8): Two points of 4 marks, each with the full chain. Point 1: “Teenagers feel emotions more deeply ✓ (fact), so a small disagreement feels huge ✓ (elaboration). Not all react alike, but Thabo may shout instead of talk ✓ (qualification), and his parents may feel hurt and pull away ✓ (outcome).” Point 2, on insecurity, repeats the four links.
(c) Critically discuss TWO ways Thabo can cope with the social changes. (8): For each way: name it ✓, say how it helps ✓, give a limit or risk (the critical part) ✓ and your judgement ✓. A sports club helps him find friends with shared interests, but only if the group has good values, so he should visit first.
Write paragraphs: bullet points earn nothing in Section C. Marks fall away when a point has a fact but no elaboration.
Core content · Coping with change and respecting diversity
If any of this feels too heavy, talk to a trusted adult or call the SADAG Suicide Crisis Helpline on 0800 567 567 (24 hours).
Communication: talking to a trusted adult, friend or counsellor stops worries from growing; listening matters as much as speaking.
Making friends: join a club, team or youth group; real friends accept you and share the load.
Nutrition: a balanced diet and enough water give a growing teenager energy for activity and concentration, and steadier moods.
💡 EASY MARKBenefits of positive coping. Name the strategy, say how it helps now, then give the long-term benefit: resilience (the ability to bounce back), better health, stronger relationships. That three-part answer fills a 4-mark item.
Terms met in the Grade 10 programme (LGBTQI+)
Term
Meaning
Intersex
Born with sex characteristics that do not fit typical male or female
Transgender
Gender identity differs from the sex assigned at birth
Lesbian, gay, bisexual
Sexual orientation: whom a person is attracted to
Queer
An umbrella word some people use for their identity
Respect means no name-calling, jokes or exclusion, and never revealing someone’s identity or orientation. The Constitution forbids unfair discrimination on grounds that include sex, gender and sexual orientation. Report bullying.
Core content · Sexuality and lifestyle choices: values, skills and where to find help
Risk factors. Judgement weakens or pressure rises with alcohol and drugs, peer pressure, unsafe parties, older partners who give gifts or money (“blessers”), sending intimate photos and being alone with someone you do not trust. They raise the risk of teenage pregnancy, sexual abuse and rape, and never make abuse the victim’s fault.
⚡ MUST MEMORISESeven values: respect for self and others, abstinence, self-control, the right to privacy, the right to protect yourself, the right to say “No”, and taking responsibility for your own actions. Abstinence, choosing not to have sex, is the only sure way to avoid pregnancy and sexually transmitted infections.
Assertiveness: saying what you want or do not want, firmly and respectfully. Passive gives in; aggressive attacks.
Refusal: a clear “No”, a reason if you wish, then leave.
Negotiation: finding an option both people accept, such as meeting in a group.
Advise and give an outcome
Written for this guide. At a party, Zanele’s friends push her to leave with a 20-year-old who has been buying her airtime. He says, “If you really like me, you’ll come.” She does not feel ready and does not know how to say so.
(a) Name TWO values Zanele can rely on. (2): Respect for herself ✓ and the right to say “No” ✓.
(b) Advise Zanele how to refuse, and give an outcome. (6): Say it clearly: “No, I’m not going, and I’m not changing my mind” ✓. That is firm and respectful, so he sees she means it ✓. Stay with trusted friends or phone a parent for a lift ✓, so she is not left alone with him ✓. An older partner buying her airtime creates pressure ✓, so protecting her health and goals is the better choice ✓.
Where to find help (numbers correct in October 2026)
Source of help
What it offers
How to reach it
School counsellor or teacher
Someone to talk to who can refer you
At your school
Clinic or doctor
Confidential advice, contraception, STI and HIV care
Nearest clinic
Childline
Counselling for under-18s
116, free, 24 hours
GBV Command Centre
Help after abuse or violence
0800 428 428, toll-free
AIDS Helpline
HIV information and counselling
0800 012 322
SADAG Suicide Crisis Helpline
When life feels hopeless
0800 567 567, 24 hours
Police
Report abuse or rape; urgent danger
10111
💡 EASY MARK“State TWO places where a teenager can find help” is a free 2 marks: school counsellor, clinic, social worker, Childline, a trusted adult, a helpline, the police.
⚠️ COMMON MISTAKE“Just say no”, and stopping. A 6-mark advise question wants the steps (refuse assertively, stay safe, get help), each with an outcome. Advice without a result loses the outcome marks.
Core content · Recreation and emotional health
📖 KEY DEFINITIONRecreation: activities you choose in your free time for enjoyment and renewal, such as sport and games, playing music, art, reading, gardening, volunteering and indigenous games.
How recreation protects emotional health: it lowers stress, lifts mood, builds friendships and belonging, builds skills and confidence, gives a break from screens and study, and offers a safe way to express feelings.
⚠️ COMMON MISTAKETreating recreation as fitness training. For emotional health, write relaxation, enjoyment, friendship and stress relief, not “builds cardiovascular fitness”. Name the activity, what it does and the emotional result.
🧠 ACTIVE RECALL
Karabo is the best goalkeeper in his school and never doubts himself on the field. When his teacher asks him to read aloud in assembly, he goes silent and his hands shake. Which statement describes Karabo correctly?
Palesa gets top marks and swims for her province, yet she often says, “I’m a nobody. I don’t matter to anyone.” Which statement is correct?
Four learners react to a failed maths test. Which one shows healthy self-esteem even though confidence in maths is shaky?
Zodwa wants to lift her cousin’s overall sense of worth, not only his rugby skills. Which comment is aimed at his self-esteem rather than his self-confidence?
Mr Dlamini tells his class, “You can be a confident swimmer and still have low self-esteem.” Is he correct?
Which of these differences between women and men is a matter of sex rather than gender?
In one community only men may chair meetings, while in a neighbouring community women chair them. What does this show?
A radio presenter says, “Girls are naturally weak at maths.” What is this statement?
Banele’s father says boys must never wash dishes because “that is women’s work”. Which response is correct?
Tumi writes, “Gender means being male or female.” Which correction is right?
Lesedi, 16, wants her boyfriend to use a condom, but he says, “I decide what we do.” She gives in. Which explanation of her risk is correct?
Dumisani checks Neo’s phone every night and decides which friends she may see. His friends say, “That’s just how much he loves her.” Which statement is correct?
A news story reports that a girl was assaulted after leaving a party late. A learner says, “She should not have been there.” Which response is correct?
A Grade 10 learner who is pregnant is being shamed by classmates. Which action best addresses gender inequality?
Which sequence correctly shows how gender inequality can harm a person’s well-being?
During a 3 km run, Sibu’s heart and lungs keep supplying oxygen to his working muscles so that he does not have to stop. Which fitness component is this?
Which activity is the best example of muscular strength?
Mandla can do push-ups for two full minutes before his arms tire. Which fitness component does this show?
Which test measures flexibility?
Which description matches muscular strength rather than muscular endurance?
Which of the following is a PRIMARY change of adolescence?
Which of the following is a SECONDARY characteristic?
Which of the following is an EMOTIONAL change of adolescence?
Which of the following is a SOCIAL change of adolescence?
Which of the following is a PRIMARY change that happens in boys?
At a braai, an older cousin passes Thabo a bottle of beer while the group chants his name. Thabo does not want to drink. Which response is assertive and most likely to protect him?
Naledi’s boyfriend asks her to send an intimate photo and says, “Everyone does it.” She does not want to. Which response is assertive?
An older man with a car says to Ayanda, “After all the airtime I bought you, you owe me a ride to my place.” Which response is assertive and safe?
Friends urge Bongani to bunk school for a party, saying, “One day won’t matter.” Which response is assertive?
Lindiwe’s boyfriend says he will break up with her if she does not have sex with him. She wants to wait. Which response is assertive?
Explain how a teenager’s friends and classmates can affect his or her self-esteem. (4)
Content: friends and classmates can raise or lower a teenager’s self-esteemThe first mark is the fact: name the factor (friends or peers) and say that it affects self-esteem. A bare ‘friends’ earns nothing.
Linked pair: acceptance and encouragement make a teenager feel valued, while rejection, teasing or bullying make him or her feel not good enoughThe second mark is the elaboration: say what the friends do and how it makes the teenager feel. The fact on its own is worth one mark.
Content: qualification, the effect depends on the group, and support from other friends or family can cushion itA qualification is a limit or an exception. It shows you know the effect is not the same for every teenager.
Content: outcome, he or she may join in with more confidence, or withdraw and avoid activitiesThe outcome is the result in the teenager’s life: what he or she goes on to do. This is the link most answers leave out.
Friends and classmates can raise or lower a teenager’s self-esteem.Acceptance and encouragement make a teenager feel valued, whereas teasing or being left out makes him or her feel not good enough.Not every group has the same effect, and supportive friends or family can cushion the damage.So one teenager may join in with more confidence, while another may withdraw from activities and become lonely.
Nomvula, 15, likes a Grade 11 boy. He invites her to his house on Saturday afternoon, saying that his parents are away and “nobody needs to know”. She likes him but feels uneasy. Advise Nomvula how to respond, and give an outcome for each piece of advice. (6)
Content: advises a clear, calm refusal, using her right to say NoThe first piece of advice must be something Nomvula can do: a clear No, not ‘be careful’. The right to say No is one of the values.
Linked pair: outcome of refusing, she stays in control and protects herself, and he sees that she means itAn outcome says what changes because of the advice. ‘Say No’ alone earns one mark; ‘so she stays in control’ earns the second.
Content: advises meeting in a public place or in a group instead (negotiation)Negotiation finds an option both people accept. Offering a safer alternative shows that refusing the house is not refusing him.
Linked pair: outcome, she is not alone with him and can see whether he really respects herThe outcome links the advice to her safety or to his character: a partner who respects her will accept a public place.
Content: advises telling a trusted adult or friend about the invitation, or asking for helpWhere to find help is part of this topic: a parent, teacher, counsellor or Childline (116), which is free for under-18s.
Linked pair: outcome, someone knows where she is and can support herThe second mark of this pair is the result of telling someone: she has support and is not carrying the pressure alone.
Nomvula should refuse politely but firmly, saying, “No, I won’t come to your house,”so that she stays in control of her own decision and protects herself, and he sees that she means it.She can suggest meeting in a public place or in a group of friends instead,so she is not alone with him and she can see whether he really respects her.She should tell a parent, a friend or a school counsellor about the invitation and how uneasy she feels,so that someone knows where she is and can support her.
Dineo, 15, plays netball. She says she feels calmer and sleeps better in the weeks when she trains. Before exams she feels so stressed and tired that she skips training. Explain the two-way relationship between physical health and mental health that Dineo’s story shows. (8)
Content: regular exercise improves mental healthDirection one starts with a fact: exercise lifts mental health. Say ‘mental’, ‘mood’ or ‘stress’, not only ‘fitness’.
Linked pair: exercise releases endorphins, which lower stress and anxiety and lift moodThe elaboration says how: endorphins are the feel-good chemicals released during activity.
Content: qualification, exercise is not a cure on its own, and serious worries still need support or restA qualification gives a limit. Exercise helps, but it does not replace talking to someone about serious worries.
Content: outcome, she concentrates better and her self-esteem growsThe outcome is a result in her daily life, such as better concentration at school or higher self-esteem.
Content: in the other direction, stress and low mood drain energy and disturb sleepDirection two is the half that most learners forget: mental health also affects physical health. This is the ‘one direction only’ mistake.
Linked pair: so exercise feels impossible, and she skips training or stops being activeThe elaboration links the drained energy to what Dineo actually does: she stops training.
Content: qualification, not every stressed learner drops exercise, and a short walk or a talk with a friend can break the patternA second qualification: the pattern is not fixed, and small steps or support can change it.
Content: outcome, if nothing changes the cycle continues and her mood drops further, but with support she can restart and recoverThe closing outcome shows the cycle: tiredness stops exercise, and the lost exercise lowers mood again.
Regular exercise improves mental health, as Dineo’s calmer weeks show.Exercise releases endorphins, the feel-good chemicals that lower stress and anxiety and lift mood.It is not a cure on its own, and serious worries still need support and rest.Even so, she can concentrate better in class and build her self-esteem.In the other direction, stress and low mood drain energy and disturb sleep.Before exams Dineo is so tired and worried that she skips training and stops being active.Not every stressed learner drops exercise altogether, and a short walk or a talk with a friend can break the pattern.If nothing changes the cycle continues and her mood drops further, but with support she can restart and recover.
Explain to a Grade 8 learner why “boys don’t cry” is a stereotype and how it can hurt boys and the people around them.
Explain to a Grade 8 learner what it means to be assertive when friends pressure you, and how this is different from being rude or giving in.
Explain to a Grade 8 learner why your life roles change as you grow up, and what you can do when two roles clash.
ONE-MINUTE SUMMARY Self-esteem is overall worth and confidence is belief in one ability; family, peers and the media shape both. Stereotypes and gender inequality harm relationships and well-being. Exercise and recreation lift mental health; roles and bodies change; good choices use values, assertive refusal and help. Every answer follows fact, elaboration, qualification, outcome.
IN THE EXAM
About a third of the 60 compulsory marks (Sections A and B): the largest of the six topics. Section C asked for it once in the five papers we read.
Section A: one-word terms and definitions. Section B: a named learner, climbing define (2), describe (2–4), discuss (4), advise with an outcome (6).
Section C: state FOUR (4), explain (8), critically discuss TWO (8), in paragraphs.
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Feeling the pressure? Take a breath.
Exam stress is completely normal. Here are a few things that actually work. None of this replaces a doctor or a trusted adult.
Breathe in
Box breathing: 4 counts in, 4 hold, 4 out, 4 hold. Do it four times.
Anxiety
Grounding: name 5 things you see, 4 you hear, 3 you can touch.
Reframe "I am going to fail" into "I have prepared, I will do my best".
Concentration
Work in 25-minute blocks, then a 5-minute break (Pomodoro).
Put the phone in another room while you study.
One task at a time. Multitasking costs more than it saves.
Sleep
Cramming all night backfires: sleep is when the brain locks in memory.
No screens for 30 minutes before bed.
The same bedtime every night keeps the brain sharp.
Study habits
Active recall (testing yourself) beats passive re-reading by far.
Space your study across days; do not cram it all into one.
Practise past papers under time. That is exactly how these notes are built.
If it gets too much, talk to a parent, teacher or a trusted adult. You do not have to carry it alone. SADAG (free, 24 hours): 0800 567 567, or SMS 31393.