Megan Hartnick has spent most of her life learning to hold on to the small, steady flame of possibility. When she graduated with a BA degree from Stellenbosch University (SU) she became one of the first in her family to earn a university degree. Her second graduation, this time with a Postgraduate Certificate in Education (PGCE) – cum laude – is a milestone that carries enormous pride, but it’s also a time of poignant reflection for the graduate and her loved ones. 

After losing both her parents while still a child, and her beloved grandmother during matric, Hartnick built her future with the help of a caring community: a grandfather, aunts, uncles, sister, cousins, colleagues, neighbours, friends, teachers, mentors and lecturers and her faith community. Her grandfather, Damon Hartnick who is now 85, remained a rock and inspiration, she says with a grateful smile. Family and friends formed the safety net that kept her moving forward.

Hartnick grew up in George and later moved to Stellenbosch to pursue a BA degree. At first, she imagined a career in journalism, but her course gradually shifted. A high school accounting teacher had planted the original seed, showing her how transformative a committed, compassionate educator can be. “She didn’t just teach us the content,” Hartnick recalls. “She taught with morals, purpose and genuine care.” That example stayed with her long after she left school.

Over time, Hartnick realised that journalism might not be the best career choice for her. People around her kept encouraging her to reconsider teaching. “Sometimes your gift is not something you see immediately in yourself,” she says. “It takes others to see the gift in you before you recognise it.” It was only during her practicals – planning lessons, preparing presentations and standing in front of a class – that everything clicked. She loved the energy of group activities, the way learners engaged with ideas and the creativity the work required. “It filled me with a joy I cannot describe,” she says. “Teaching comes naturally to me and it’s something I truly love.”

Top performer

Language became the bridge between her academic interests and her emerging sense of purpose. During her undergraduate studies she discovered a talent for Afrikaans and Dutch, excelling in courses on morphology, language acquisition and lexicography. Her dedication earned her the Pharos Award for Lexicography and placed her among the top performers in the field. That recognition affirmed what she already felt: that language, expression and meaning mattered deeply to her and that she wanted to help young people see the power of the stories they carry.

Her PGCE year was equally formative but also more challenging. She completed it without funding, supporting herself through holiday work and strict budgeting. “Every decision had to be carefully planned,” she says. Essentials such as transport, toiletries and groceries required meticulous management. What kept her going was a mixture of faith, resilience and a promise she made to herself as a child. “Before my parents passed, and even more so after, there has always been this little girl inside me who dreamed of having a career, dressing up and making a difference in the world,” she says. “I owe it to her to pursue that vision fully.”

Her journey deepened her understanding of community. Raised by her grandparents on a SASSA pension grant, she grew up in a household where generosity was practiced daily, even under pressure. Her grandparents, who also supported her sister and cousins, modelled a kind of care that she now sees as foundational to her own approach to teaching. After her grandmother died, her extended family rallied around her, offering guidance and encouragement. Friends at university added their own support. “We laughed together, cried together and lifted each other up. Their companionship made even the hardest days feel lighter,” she says. 

Faith has been the constant thread running through all of it. It grounded her during moments of uncertainty and reminded her that her efforts were part of a greater purpose. “Trusting God gave me strength, hope and perseverance, even when the challenges felt overwhelming,” she says. That sense of direction shaped her understanding of education as a calling rooted in care, empathy and purpose.

Paying it forward

As she prepares to start her teaching career, Hartnick sees her future in simple but far-reaching terms. She wants to create an environment where learners feel valued, supported and confident enough to express themselves. Her own experiences have shaped the kind of educator she hopes to be – patient, empathetic and deeply committed to the wellbeing of her learners. She wants to offer the same sense of encouragement and stability that sustained her through her own losses. “I know how important it is to feel seen and supported,” she says. “I aspire to invest in the emotional and personal growth of my learners.”

For students facing their own uncertainties, Hartnick hopes her story offers encouragement. “Your circumstances do not define your future,” she emphasises. “Talent is not always obvious at first, and progress is rarely linear, but determination and faith can carry you further than you think. It’s okay to dream and to stumble. Hold on to the little dreams inside you and never give up on becoming everything you imagined you could be.”

Due to personal circumstances, Hartnick won’t be able to attend her graduation ceremony, but she hopes to celebrate her achievements with friends and family. “I feel incredibly blessed. Passing my PGCE cum laude is a celebration in itself.”