New research suggests that many South African parents struggle to initiate conversations with their young children about apartheid, with most saying they only discuss the topic when their children ask questions. Image: Ron Lach/Pexels

More than 30 years after apartheid ended, South African families still struggle to talk to their young children about the oppressive regime’s intergenerational trauma.

A new collaborative study involving researchers from the University of the Western Cape (UWC), the University of the Free State and the University of Missouri in the US, shows that many families avoid initiating conversations about apartheid’s psychological and emotional impact with children born after democracy. Instead, they wait for their children to ask questions or express curiosity before raising the difficult subject.

The study, which has been published in the Journal of Family Communication, explored how South African parents from different racial backgrounds speak to their children about apartheid, and found that families use a range of approaches to explain one of the country's most painful chapters.

Researchers interviewed 22 parents representing all four racial groups classified under apartheid, namely, Black, White, Coloured and Indian. The researchers include PhD candidate Tessa Goldschmidt from the Department of Psychology; Prof Haley Kranstuber Horstman from the University of Missouri in the US; US-based independent scholar Olivia Watson; Prof Diana Breshears, a senior lecturer at the University of the Free State; and Dr Athena Pedro, an independent researcher.

Lead researcher Prof Haley Kranstuber Horstman Image: University of Missouri

The study argues that although apartheid was abolished in 1994, its legacy continues to shape South African society, with families having to navigate its historical trauma across generations. Researchers say this intergenerational trauma can have lasting mental, physical and relational effects, including increased uncertainty, stress and anxiety, as well as family dysfunction in subsequent generations.

One parent – a black woman – refrained from discussing apartheid with her young children and had no intention to do so. The rest of the parents reported that they discussed apartheid with their young children to some degree. Most discussed apartheid with their children in response to something their children had said, heard or experienced. These conversations were generally unplanned; parents had not intended to have a discussion about apartheid on that particular day. They reported that various external events, such as discussions at school, prompted the conversation. Sometimes the children personally experienced racism and told their parent(s). In these cases, parents helped the children make sense of their experience.

Four approaches emerged during discussions. These were: responding, empowering, shielding, and recognising progress. Some parents took a responsive approach, answering only when their children asked. These parents waited for their children to express curiosity about apartheid or something they had learned at school or seen in the media. These discussions are often shaped by the child's age and level of understanding.

Others focused on empowering their children. These parents believe it is important for young people to understand the injustices of apartheid so they can develop empathy, appreciate diversity, and contribute to building a more equal society. By sharing family experiences and historical facts, they hoped their children would learn from the past rather than repeat it.

The Hector Pieterson Memorial in Soweto marks the site of the 1976 student uprising. More than 30 years after apartheid ended, families still struggle to speak to children about the regime’s lasting trauma, a new study shows. Image: Adobe Stock

A third group of parents adopted a shielding approach. They tried to protect their children from the emotional pain associated with apartheid by limiting how much they shared and delayed these conversations until they believed their children were mature enough to process them. For some families, the trauma of apartheid remains deeply personal, making these discussions particularly difficult.

Most parents emphasised recognising progress. While they acknowledge the lasting effects of apartheid, they also encouraged their children to appreciate how far South Africa has come since the country's transition to democracy. These conversations often focussed on hope, reconciliation, and the importance of working together to create a better future.

Researchers said these different approaches highlight the important role families play in shaping how younger generations understand history. Conversations at home can influence how children make sense of identity, race, fairness and belonging long after they have learned about apartheid in the classroom.

“These findings deepen scholarly and practical understanding of intergenerational family conversations about historical events, particularly those involving racial discrimination,” the researchers said. They noted that storytelling could help families have honest, age-appropriate conversations that acknowledge painful experiences while fostering hope and empathy and equipping young people to help build a more inclusive future.