Eunice Girls' School


Eunice Girls’ School strives to encourage the pursuit of all-round excellence that places the learners’ development within a wider context.

Eunice Girls’ School Wellness Policy focuses on the physical, social, intellectual, spiritual and emotional dimensions of wellness to create a school environment that promotes the learners’ health, well-being, and maximized potential to learn.

Wellness is an active process through which people become aware of and make choices toward a more successful existence.

Applying a wellness approach is useful in nearly every human endeavor and protects the essential human rights and dignity of all stakeholders.

Learner and Support Centre

Raymond McCauley beautifully stated that we need to change what we can and manage what we cannot. In a (high school) world full of ever-changing social climates, academic expectations and winding roads of self-discovery, a Eunice lady might need some guidance.

Our Learner Support Department guides and supports learners with academic, emotional and interpersonal matters. Three registered counsellors focus on short-term and individualized interventions and form part of many other support and information opportunities at Eunice High School (parent connect evenings, LO2 lessons, workshops as well as career guidance and subject choices to name a few).

Should you wish to contact the Learner Support Department, you can send an email to

Learner and Support Centre Staff

Connect Sessions




Foreign Language



Dimensions of Wellness


The occupational dimension recognises personal satisfaction and enrichment in one’s life through work. At the centre of occupational wellness is the premise that occupational development is related to one’s attitude about one’s work.

It is the intent of Eunice Girls’ School to provide all learners with an equitable opportunity to learn. To that end, the school has a significant interest in providing a safe, orderly and respectful school environment, which is conducive to teaching and learning.

Eunice provides academic structures and processes (as stated in the School Policy) to facilitate this process, striving to move from educator-directed instruction to skills-based learning, where learners are encouraged to develop increasing responsibility for their learning. The goal is that our learners should become independent learners. This process is constantly monitored by educators who are sensitive to the needs of individual learners, and who understand that the scaffolding required by some learners needs to be substantial, while for other learners, such scaffolding can be progressively dismantled.


The physical dimension of wellness recognises the need for regular physical activity. Physical development encourages participation in physical activity and learning about diet and nutrition, while having zero tolerance for the use of illegal substance consumption as stated in the Illegal Substance Policy.

Eunice Girls’ School aims to maintain and develop physical resources to the benefit of all learners and employees. Resources enable all stakeholders to perform their duties as educators to the benefit of all learners.

Eunice Girls’ School promotes the participation of as many learners as possible in the co-curricular programme of the school, as set out in Eunice Girls’ School Co-Curricular Policy.


The intellectual dimension of wellness recognises one’s creative, stimulating mental activities. A well-rounded learner expands her knowledge and skills while discovering the potential for sharing her gifts with others.

Eunice Girls’ School puts no limitation on the possibilities of Eunice’s learners and staff members to achieve their intellectual goals.

An array of cultural activities are offered, as set out in Eunice Girls’ School Co-Curricular Policy: Eunice Girls’ School regards staff development and training as an integral part of Educators’ well-being and professional lives, as stated in the Staff Development Structures and Procedures.

The school will make all reasonable efforts and arrangements to develop the knowledge and skills of coaching and teaching staff by arranging for, or letting them attend courses, seminars or workshops.

Eunice recognises modern research, which shows that professional development works best when there is a common commitment to personal improvement through professional development and through the sharing of resources, including ideas, skills and time.


The spiritual dimension of wellness recognises our search for meaning and purpose in human existence. It includes the development of a deep appreciation for the depth and expanse of life and natural forces that exist in the universe.

Eunice Girls’ School remains aware that all humans are spiritual beings and focuses on reciprocal sensitivity and the creation of enrichment opportunities.

In terms of both Section 7 of the South African Schools’ Act (84/1996) and the Constitution of South Africa, Eunice Girls’ School endeavours to promote religious tolerance and to protect all members of the school community from indoctrination or discrimination on the basis of their religious beliefs or lack thereof.

Eunice Girls’ School acknowledges its rich history and tradition and its origins as a Christian Church School in the Protestant tradition as founded by the Dutch Reformed Church.

Her foundation stone is now incorporated in the Adéle de Jager Hall foyer and bears the inscription “AD 1875. Ps. 144, Verse 12”:

“…that our daughters may be as cornerstones polished after the similitude of a palace”.
Eunice is a bilingual word which refers to the mother of Timothy in the New Testament. It is a Greek word meaning “happy victory”, and is in keeping with the school motto: “Vincit qui se vincit” “She conquers who conquers herself”.


The social dimension of Wellness encourages contribution to one’s environment and community. It emphasises the interdependence between all stakeholders.

Eunice’s ethos, its traditions and its spirit have grown with age in a world- class school which reflects both a new century and a new democratic South Africa.

Camaraderie (social cohesion) and diversity are core elements of the Eunice Girls’ School Ethos. You see it not only in the making of life-long friends, as is the case in most schools, but in the way our girls support one another in the real business of classroom learning

Eunice Girls’ School strives to find common ground and to promote understanding between all stakeholders in our society.

Eunice Girls’ School strives to create an environment in which all stakeholders are encouraged to be sensitive and focused on the well-being of one another. The skill of communicating with others and caring for one another should be of utmost importance, and adherence to the Electronic Device Policy is a given.

Service and Outreach to the community is central to the Eunice tradition. Eunice Girls’ School upholds an inclusive emphasis on reaching out in sincerity and generosity.
The Eunice Girls’ School Language Policy aims at giving expression to the ethos of Eunice as a tradition-filled school, in line with the modern demands of non-racialism, cultural diversity, multilingualism and the facilitation of communication across social barriers.


The emotional dimension of wellness recognises awareness and acceptance of one’s feelings. Emotional wellness includes the degree to which one feels positive and enthusiastic about one’s self and life in general.

The emotional well-being of staff and learners is of predominant importance. Eunice Girls’ School is sensitive to the individualism of all, while keeping in mind the demands of the education system and future expectations.

Eunice Girls’ School aims to provide a safe, orderly and respectful school environment, which is conducive to teaching and learning and where all stakeholders are treated in a just, humane and life-affirming way.

Bullying is detrimental to the school environment and to learners’ learning, achievement and well-being and will therefore not be tolerated, as stated in the Bullying and Cyberbullying Policy of the school.


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