A pupil preparing for the exams. GettyImages/epicurean
Facing disappointing matric results or not having written the matric final examination can feel like a closed door. Yet, a powerful local narrative is gaining momentum: one brave decision to rewrite or attempt it for the first time can fundamentally rewrite your future.
This is underscored by data showing that over 60% of successful rewrites lead to improved university access or better employment opportunities. Star Schools, a 58-year-old institution, champions this journey of resilience.
With a proven track record of helping over seven hundred thousand (700 000) South Africans earn their National Senior Certificate and their Adult Senior Certificate, the institution understands that a single result does not define potential.
“A set of results reflects a moment in time, not the measure of a life or the limits of a future,” says Vimala Ariyan, CEO of The Star School.
“The bravest decision many young people make is to look at a disappointing grade or a missed opportunity and say, ‘I will try again.’ We see it every year when that choice is the true turning point. Our own data shows that 8 out of 10 of our rewrite students significantly improve their marks, unlocking new pathways.”
The call is clear: for those who did not achieve the matric results they wanted, or who never had the chance to write, the power to change their narrative remains firmly in their hands.
“Choosing to rewrite or start your matric journey is the ultimate act of defining your own future,” Ariyan adds. “It is the decision that redirects you from a statistic to a new pathway to your success story. Our mission is to provide that supportive and flexible environment that makes this brave decision an achievable reality”.
In an interview with Star Schools we looked at why rewrites yielded such successes.
Why do rewrites so often lead to better results, both academically and mentally?
Rewriting matric is not just about writing the same exams again. For many learners, it’s a completely different experience. The first time around, they’re often just trying to get through the year. When they come back to rewrite, something shifts. They arrive with clearer goals, more maturity, and a better sense of what the work demands.
From an academic point of view, familiarity makes a big difference. Rewrite Learners know what the exams look like, how questions are structured, and what markers are really looking for. That knowledge alone takes away a lot of fear. Instead of feeling overwhelmed by the unknown, learners walk in feeling more prepared and more in control.
At Star Schools, we build on this by teaching with intention. We focus on what learners struggle with, close the gaps early, and guide them through focused revision. Learners stop trying to learn everything at once and start concentrating on what will genuinely improve their results.
The emotional journey is just as important. Many learners come to us feeling disappointed, discouraged, or labelled as “not good enough”, often after years in under-resourced or unstable school environments. Choosing to rewrite is a brave decision. It’s a way of saying, “This result is not the end of my story.”
By the time learners rewrite, they are often more ready. They manage their time better, take responsibility for their learning, and are more willing to ask for help. With consistent
support and encouragement, anxiety eases and motivation grows. That change in mindset creates the space for real improvement.
We see this transformation at Star Schools every year. Better results don’t happen by chance. They come from focused academic support, emotional care, and an environment that understands that one set of results does not define a young person’s future.
That is why rewriting matric so often leads to more than improved marks, it helps build confident, resilient young adults who are ready to move forward.
For learners who feel defeated after their first results, what message does this statistic send about second chances and potential?
For learners who feel defeated by their first set of results, this statistic carries a powerful message: one result does not define who you are or what you are capable of. It reminds learners that a setback is not a full stop, but a pause - and often an opportunity to do things differently.
Many young people leave their first matric exams believing they have failed, when in reality they were failed by circumstances beyond their control: under-resourced schools, disrupted learning, personal challenges, or simply being unprepared for the pressure of the final year. The fact that 8 out of 10 learners improve when they rewrite shows that ability was never the issue. What they needed was time, support, and another chance.
A second attempt allows learners to return with perspective. They understand where they went wrong, what needs to change, and how much effort is required. More importantly, they come back knowing that improvement is possible. That belief alone can be life changing. It replaces shame with hope and fear with determination.
This statistic also speaks to potential. It tells learners that growth is real, measurable, and within reach. With the right guidance and a supportive environment, learners can close gaps, rebuild confidence, and achieve results they once thought were out of reach.
At Star Schools, we see how second chances restore dignity. Learners don’t just improve their marks - they rediscover belief in themselves. And when a young person believes in their own potential again, it changes the direction of their life.
What are the most common mistakes learners make the first time around, and how does rewriting give them an opportunity to correct those gaps?
The most common mistakes learners make the first time around are rarely about intelligence or effort. More often, they come down to poor foundations, gaps in understanding, and not fully grasping what the exams actually require.
Many learners enter matric without having mastered key concepts from earlier grades. They try to memorize instead of understanding, or they rely on last-minute cramming because they were never taught how to study effectively.
Others struggle with exam technique - not reading questions properly, mismanaging time, or not knowing how to structure answers in a way that earns marks. Added to this is fear and anxiety in the exam room which causes capable learners to second-guess themselves or shut down completely.
Rewriting gives learners the space to fix these gaps properly. Instead of rushing through the syllabus, they can slow down and focus on the areas that held them back.
They learn how to approach questions, how to plan answers, and how to write for the examiner. Small changes in technique often lead to big improvements in results.
Just as importantly, rewriting allows learners to change their mindset. They come back with a clearer picture of what went wrong and what needs to be done differently. With targeted support, regular feedback, and guidance from experienced educators, learners replace guesswork with confidence.
At Star Schools, we see learners turn previous mistakes into learning points. What once felt like failure becomes a roadmap for improvement. Rewriting doesn’t erase the past - it helps learn from it and move forward with purpose.
How important is emotional support from parents, teachers, and communities during the rewrite journey, and how does it influence improved outcomes?
Emotional support plays a far bigger role in the rewrite journey than many people realize. When a learner decides to rewrite matric, they are often carrying disappointment, embarrassment, and fear of being judged. Without support, those feelings can quickly turn into hopelessness. With support, they become motivated.
Parents, teachers, and communities set the emotional tone. When learners are reminded that they are more than their results, it eases pressure and restores dignity. Simple acts are encouragement whether at home or at school, patience from educators, and reassurance from those around them help learners feel safe enough to try again without the fear of failing twice.
Teachers play a particularly powerful role during this period. A teacher who believes in a learner, who notices effort and progress rather than only marks, can completely change how that learner sees themselves.
That belief builds confidence, and confident learners engage more, ask questions, and persist when the work becomes challenging.
Support from families and communities also reduces isolation. Many rewrite learners feel left behind while their peers move on. Knowing that they are not alone, and that their journey is respected, helps them stay focused and committed. Emotional stability allows learners to concentrate better, manage stress, and perform more consistently.
At Star Schools, we see how encouragement changes outcomes. When learners feel supported, they show up, they try harder, and they don’t give up at the first setback. Emotional support does not replace academic work, it makes that work possible and when learners are held, rather than judged, they are far more likely to succeed.
Some learners fear being labelled as ‘failures’ if they rewrite. How can we change this narrative using evidence like the “8 out of 10 improve” statistic?
The fear of being labelled a “failure” is one of the biggest barriers learners face when considering a rewrite. Too often, rewriting matric is misunderstood as going backwards, when it is a step forward taken with courage and intention.
The “8 out of 10 improve” statistic helps us change this narrative because it replaces judgement with evidence. It shows, very clearly, that rewriting works. It tells learners, parents, and communities that improvement is the norm, not the exception. When most learners perform better the second time around, rewriting stops being a sign of failure and starts being recognized as a proven pathway to success.
We also need to talk more openly about what sits behind first-time results. Many learners are dealing with poor schooling conditions, overcrowded classrooms, disrupted learning, or personal challenges that have nothing to do with ability. Statistics remind us that when those same learners are given structure, support, and time, their true potential begins to show.
Changing the narrative means celebrating growth, not just first-time outcomes. It means acknowledging resilience, persistence, and the willingness to try again. When learners see others improve through rewriting, it gives them permission to believe in themselves without shame.
At Star Schools, we encourage learners to view rewriting as a reset, not a repeat. It is a conscious choice to invest in oneself. And when evidence shows that most learners improve, the real failure would be denying young people the chance to try again.
What practical advice would you give to a learner considering a rewrite to ensure they fall within the majority who improve their marks?
For a learner considering a rewrite, the most important advice is this: don’t approach it as “doing matric again”, but as doing it differently.
Start by being honest about what went wrong the first time. Was it gaps in understanding, poor exam technique, lack of structure, or emotional overwhelm? Knowing this helps you focus your energy where it matters most. Rewriting works best when it is intentional, not rushed or reactive.
Create a routine and stick to it. Consistent, steady work done over time is far more effective than last-minute studying. Attend classes regularly, ask questions when something doesn’t make sense, and engage fully with the support available. At Star Schools, learners benefit from structured programmes, experienced educators, and regular assessments that help track progress and address challenges early.
Learn how to write exams properly. Many learners know the content but lose marks because they don’t understand how questions are marked. Practicing with past papers, improving time management, and learning how to structure answers are key focus areas at Star Schools, where teaching is aligned closely to exam requirements.
Just as important is taking care of your mindset. Surround yourself with people who support your decision and believe in your ability to improve. At Star Schools, learners are supported not only academically but emotionally, in environments where effort is recognized and confidence is rebuilt.
Finally, believe that improvement is possible because the evidence shows that it is. Learners who commit to the rewrite process, stay disciplined, and make full use of the support offered at Star Schools consistently place themselves among the majority who improve.
A rewrite is not a step back; it’s a second chance taken with purpose.
