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16 Days Activism Against GBV Series| The Unseen Infrastructure of Care: Vicarious Trauma and the Systemic Failure in Sexual Violence Response

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Sexual violence response systems rely on a workforce of caregivers who bear witness to trauma daily. Yet, the vicarious trauma eroding these responders’ wellbeing is dangerously overlooked. Drawing on her personal frontline experience, Emaediong Akpan argues that caring for survivors is impossible without caring for those who serve them. 

Photo Credit: Unsplash

Bearing Witness in a Broken System

Drawing on my professional experience in sexual violence response, I have encountered two parallel realities. The first is the survivor’s journey marked by courage, fragmented by institutional demands, and too often complicated secondary victimization—the trauma inflicted by the very systems meant to provide justice. The second, less visible reality is that of the responders: the advocates, nurses, law enforcement officers, and counselors who absorb these narratives daily.

Across different roles, a common experience is a deep sense of professional and personal isolation. Many legal professionals, for instance, describe a deep conflict between the rigid demands of procedure and the human impulse to offer comfort, leaving them feeling like instruments of a process rather than agents of care. This profound alienation is not a personal failing; it is a structural byproduct of work that demands profound empathy while offering inadequate structural support.

During the 16 Days of Activism Against Gender-Based Violence, our discourse rightly centers survivor voices and systemic accountability. However, I argue that this discourse remains critically incomplete if it does not also address the vicarious trauma permeating the response workforce. This is not about shifting focus from survivors, but about recognizing a fundamental truth: a system that consumes its caregivers is a system destined to fail those it seeks to serve. Neglecting the responder’s wellbeing is a direct, measurable detriment to survivor care, addressing it becomes a non-negotiable pillar of gender justice.

Beyond Burnout, Toward Transformation

To understand the true nature of this crisis, we must move beyond everyday words like “stress” or “burnout.” The core psychological hazard for trauma workers is vicarious trauma (VT). Grounded in seminal work by McCann and Pearlman, VT is understood as a cumulative and transformative process. It is not simply about feeling tired or sad. Rather, it is the profound, often permanent, change in a helper’s own inner world, their beliefs, memories, and sense of self, that results from repeatedly and empathetically engaging with the traumatic material of those they serve.

The key mechanism is the disruption of what psychologists call cognitive schemas. These are our most basic psychological frameworks, our deep-seated beliefs about safety, trust, esteem, intimacy, and control. Vicarious trauma forces these frameworks to change. Repeated exposure to traumatic stories creates a confrontation that our existing worldview can’t absorb. To cope, the mind is forced to rebuild its understanding of reality, leading to a profound shift: the helper’s worldview itself can become more pessimistic, fearful, and fragile.

This is what makes VT different. It’s not the same as compassion fatigue (which is the wearing down of your empathy) or burnout (which is general exhaustion from work stress). While those conditions are about depletion, VT is about alteration. It does not just tire you out; it can fundamentally and lastingly change how you see the world and your place in it.

Crucially, and central to my professional observation, is that personal trauma history is not a prerequisite. While a personal history can intensify effects, VT is an occupational hazard for all trauma workers. The empathetic bond and, critically, shared demographic or social identities (gender, race, class) can serve as a powerful conduit for this trauma, a point underscored by research with female counselors working specifically with sexual violence survivors.

The Perfect Storm: How Sexual Violence Work Fuels Vicarious Trauma

The nature of sexual violence response doesn’t just risk vicarious trauma, it actively creates the ideal conditions for it to take root and thrive. It is defined by a double exposure that sets it apart.

First, there is the chronic, cumulative exposure to traumatic material. Survivors are often caught in a relentless “testimonial spiral,” required to narrate their assault repeatedly, to police, medical examiners, prosecutors, and multiple counselors. Each time they narrate their experiences even though procedurally necessary, it is psychologically costly, forcing the responder to bear witness to graphic, intimate details of violence not once, but over and over again.

Second, and just as negatively impactful, is the exposure to systemic and procedural betrayal. We are not just witnesses to the original trauma. We become firsthand observers of how institutions can fail survivors: through skeptical questioning informed by rape myths, invasive forensic exams with little psychosocial support, and the devastating attrition of cases through plea bargains or dismissal. This generates more than empathy; it creates moral injury, the profound distress that comes from witnessing actions that violate our core sense of justice and ethics. The helper is thus traumatized by both the client’s story and the system’s failure.

This ‘perfect storm’ is intensified by the composition of the workforce. The victim services sector is predominantly female, reflecting the broader gendered landscape of care work. Furthermore, it includes a significant number of survivors who enter the field through a validated ‘survivor-to-survivor’ model of advocacy,a testament to the movement’s grassroots origins that value lived experience as expertise. While this brings profound empathy and insight, scholars note it also layers personal vulnerability onto professional exposure, a combination that is too rarely met with the robust structural safeguards it demands.

The Architecture of Neglect: Systemic Drivers of Vicarious Trauma

It is important to note that VT is not an accidental outcome; it is manufactured by systemic failures across multiple levels.

a. The Political Economy of Care Work

Victim services are notoriously underfunded, relying on precarious grants and charitable funding. This translates into low salaries, high caseloads, and chronic understaffing, conditions directly correlated with VT severity. Workers, often women, are asked to perform emotionally extreme labour with economic precarity, a classic example of the gendered devaluation of care.

b. Institutional Illiteracy

Many criminal justice and healthcare institutions lack trauma-informed organizational practices. Supervision is often administrative, not clinical or reflective. There are rarely protocols for routine psychological debriefing, caseload management to prevent saturation, or mandated “cool-down” periods between intense cases. New, younger advocates, those most vulnerable to secondary traumatic stress, are frequently thrown into the deep end without adequate mentorship (as highlighted in my own training materials).

c. Cultural Stigma and the “Strong Helper”

Especially within masculinized domains like law enforcement, a culture of stoicism prevails. Help-seeking is stigmatized as weakness, with legitimate fears about confidentiality breaches and career repercussions. Studies indicate that a majority of first responders are reluctant to seek support due to perceived professional risks. The culture of stoicism, particularly in criminal justice roles, stigmatizes help-seeking. People fear being seen as weak or unfit, forcing distress underground and often leading to maladaptive coping mechanisms like substance use.

d. Professional Isolation and Erasure

Those in roles like victim advocacy, often situated uneasily between community and court, can experience “trauma hierarchy,” where their exposure is minimized compared to “first responders.” This lack of validation exacerbates feelings of isolation and invisibility, stripping away a protective sense of shared purpose.

e. The Inevitable Consequence: Compromised Survivor Care

My argument is that the systemic production of VT is not merely an occupational health issue. It actively degrades the quality and ethics of survivor services.

  1. Attrition of Expertise: Vicarious trauma is a primary driver of high turnover. When a skilled, trauma-informed advocate burns out and leaves, survivors lose continuity, a relationship of trust is severed, and institutional memory evaporates. This constant churn keeps organizations in a state of novice crisis, unable to develop deep expertise.

  2. The Erosion of Empathetic Capacity: Compassion fatigue, a precursor or companion to VT, manifests as detachment, cynicism, and emotional numbing. A responder struggling with these symptoms cannot provide the authentic, patient, and validating presence that trauma recovery requires. Interactions become transactional, potentially replicating the impersonal harm of secondary victimization.

  3. Impaired Judgment and Ethical Risk: VT’s cognitive disruptions, hypervigilance, pervasive pessimism, disrupted boundaries, can lead to clinical errors, inappropriate self-disclosure, or burnout-driven shortcuts in care. Pearlman & Saakvitne (1995) warn that unaddressed VT can lead to boundary violations, where the helper’s own unmet needs distort the therapeutic relationship.

  4. The Silencing of Advocacy: A responder drowning in unprocessed trauma loses the energy for systemic advocacy. The fight to change oppressive policies, challenge rape myths in court, or secure better resources requires a reserve of righteous anger and hope. VT depletes that reserve, creating a workforce that is too exhausted to challenge the very systems that harm both them and their clients.

In summary, a workforce without proper support becomes a fragile system designed to carry immense weight but lacks the reinforcement to do so safely or indefinitely. Because it cannot sustainably hold the weight of survivor trauma, and it will inevitably fracture, with survivors bearing the consequences of the collapse.

Toward a New Paradigm: From Individual Self-Care to Structural Accountability

The common prescription of “self-care” places the burden of resilience on the individual, obscuring the systemic origins of the harm. We must demand a shift toward “system-care” and structural accountability.

  1. Mandate and Fund Psychological Infrastructure: This must be a budget line, not a perk. Agencies need embedded, confidential mental health services specializing in trauma-exposed professions. Funding bodies must tie grants to the existence of realistic caseload limits, competitive salaries, and wellness protocols.
  • Implement Trauma-Informed Supervision: Replace purely administrative oversight with reflective, clinically-informed supervision that normalizes discussion of VT, provides strategies for cognitive integration, and safeguards boundaries. Models like that proposed by Harrison & Westwood (2009) have shown efficacy in reducing VT.

  • Dismantle Stigma Through Leadership: Institutional leaders must model vulnerability and help-seeking. Peer support programs, with rigorous confidentiality safeguards, can create culturally-competent spaces for processing within the workforce itself.

  • Integrate Resilience into Training: Education for responders must begin before first contact with survivors. Training should include psychoeducation on VT, grounding techniques, boundary-setting skills, and clear pathways to support, framing resilience as a core professional competency.

  • Center Equity in Solutions: Interventions must recognize the gendered, racialized, and classed dimensions of the work. Support must be culturally competent and address the unique stressors faced by advocates of colour working within systems they may rightly distrust.

Conclusion: My Call for an Unbreakable Chain of Justice

As we concluded the 16 Days of Activism , we must commit to a more holistic vision of justice. The fight against gender-based violence is fought on multiple fronts: in the courtroom, the hospital, the therapist’s office, and the advocate’s office desk. These fronts are connected by people. If the people on the front lines of care are being psychologically depleted by the very structure of that care, we have designed a self-defeating system.

Caring for survivors and ensuring the wellbeing of those who care for them are inseparable goals.They represent two halves of a single ethical imperative. We cannot build a survivor-centered response on the broken well-being of the workforce. Investing in the resilience of responders, through funding, institutional change, and cultural shift, is not a diversion from survivor justice. It is the most pragmatic investment we can make in its sustainability and quality.

The witness who is heard, the advocate who can stay present, the nurse who maintains compassion, the officer who conducts a trauma-informed interview, these are not just individuals doing a job. They are the living, breathing infrastructure of a just response. It is time we built that infrastructure to last.

This blog is dedicated to the women of the International Federation of Women Lawyers (FIDA), Akwa Ibom State, Nigeria, whose tireless advocacy I have witnessed firsthand while working alongside them. Their courage is the quiet engine of justice.

Opinions expressed in Bliss posts solely reflects the views of the author of the post in question.

 

About the author:

Emaediong Akpan is a legal practitioner and an alumna of the International Institute of Social Studies. With extensive experience in the development sector, Emaediong Akpan’s work spans gender equity, social inclusion, and policy advocacy. She is also interested in exploring the intersections of law, technology, and feminist policy interventions to promote safer digital environments. Read her blogs here: 1, 2, 3, 4.

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Addressing eco-anxiety among children – from environmental education to outdoor learning

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[vc_row css=”.vc_custom_1592900783478{margin-right: 0px !important;margin-left: 0px !important;}”][vc_column css=”.vc_custom_1592900766479{margin-right: 10px !important;margin-left: -10px !important;}”][vc_column_text]Concerned about the long-term effects of environmental degradation and climate change, young climate activists such as Greta Thunberg are in the frontline of climate protests currently sweeping the globe. While children of all ages, not just adolescents, are becoming increasingly concerned with environmental change, environmental education programmes in schools, combined with the limited time children spend outdoors, may not be so helpful. In this article, Aurélia Chevreul-Gaud and Sylvia I. Bergh argue that outdoor education can play an important role in helping children reconnect with nature to ease their eco-anxiety.[/vc_column_text][vc_separator color=”custom” accent_color=”#a80000″ css=”.vc_custom_1594895181078{margin-top: -15px !important;margin-bottom: 10px !important;}”][vc_single_image image=”23809″ img_size=”full” add_caption=”yes” alignment=”center”][vc_separator color=”custom” accent_color=”#a80000″ css=”.vc_custom_1594895181078{margin-top: -15px !important;margin-bottom: 10px !important;}”][vc_column_text]From an early age, children are exposed to a wealth of information on environmental degradation and disasters featured in the media and in conversations among adults. Indeed, their approach to the world around them is mainly – if not only – shaped by this information. Environmental education programmes provided to children by primary schools are based on the idea that broadening the scope of the information children receive can help ensure an understanding of how human action impacts the environment and can foster their desire to act.

Raising children’s awareness of environmental risks and of the need to save the planet at first sight seems to be a good idea, as it can theoretically help them become responsible, problem-solving adults that can shape the world they want to live in. But what if it’s not that simple in case of children? With one of us being an outdoor learning specialist for primary schools, and with both of us having school-age children, we observe a large gap between the theory taught at schools and what happens once children step outside the classroom. Children seem to be out of touch with nature and don’t know how to interact with it, having internalized the discourse that they are harming instead of healing the natural world.

The question then arises: Are standard educational programmes centred on environmental disasters as effective as they seem, or are they simply engaging in fearmongering in a way that paralyses instead of inspires children to act?

Environmental education in its current form often leads to eco-anxiety among children. Why do we say this? We have observed that through environmental education programmes in primary schools, children between the ages of 4 and 12 learn that the environment is being threatened because of human action and that they have an important role in addressing this. They are taught about threats that include climate change, deforestation, drought, biodiversity loss, and plastic in the oceans. And they are taught that they have to act.

But how can they respond to such big and often-distant disasters? These are serious, anxiety-provoking questions whose solutions are far beyond their reach. The burdens are too heavy for their young shoulders to bear and not appropriate for their age and emotional development; their inability to act while watching the world around them crumble leads to eco-anxiety. Australian research shows that 44% of children are worried about how climate change will affect them in the future, and one-quarter of children believe that the world will end before they reach old age.[1]

And their responses to environmental harm can be inappropriate. We meet many primary-school students who react strongly to environmental harm, showing their love for nature and passion for saving the planet (listen to a podcast on this here). Sometimes with tears in their eyes, they vehemently warn others to tread lightly, using expressions such as “You are hurting the tree!” when a friend scratches an elm or a beech tree or “You are killing nature” when someone is walking in a field of daisies.

Such severe and inappropriate reactions reveal not only a misunderstanding among children about the resilience of nature and how humans harm the natural world rooted in limited interaction with it but also the intensity of the anxiety younger children have about their relationship with the environment. Eco-anxiety among young children not only leads to critical mental health impacts such as depression, anger and fear but also to inappropriate coping mechanisms such as denial and cognitive dissonance.[2] Indeed, “they are indifferent or afraid,” a secondary school teacher remarked when we asked him how his students react when he teaches on the environment.

 

Why and how is environmental education giving rise to eco-anxiety?

Most so-called environmental education programmes, meant to be inspiring and playful, are designed to be delivered in the classroom, often involving brand-new plastic toys, computers, or even virtual reality components. Children are asked to consider how to solve ‘environmental’ problems from behind computers and use these gadgets, but seldom go outdoors to observe what’s actually happening.

But a transition to outdoor learning programmes can help foster deeper connections between children and the natural world.

Outdoor nature education programmes in primary schools nurtures love for and a feeling of being one with nature, as well as long-lasting pro-environmental behaviours.[3] It gives children a solid – and joyful – base to develop a balanced set of problem-solving skills which involves emotions, thinking, and action. It fosters holistic thinking. When we provide regular education in nature, children become sufficiently comfortable with and curious about the living world. When day-to-day learning happens in nature, then the outdoors is not a place or resource anymore; the living world becomes their home.

In addition, spending time in nature offers children essential conditions to heal from depression and anxiety, especially eco-anxiety. An extensive body of research[4] shows that nature-based education is absolutely essential for developing a holistic understanding of and a strong, positive connection with nature. This is echoed in observations made by some of the 10-year-old pupils that participated in a dance lesson we organised outdoors. “I feel freer,” one exclaimed, while another believed that “we feel more inspired”.

 

What does this mean for primary school teachers and curricula?

Outdoor learning should not be the privilege of a few forest schools located far from the cities in which we live. It is possible in many traditional urban schools. But to integrate it more widely, we need teachers trained to deliver a substantial part of their curriculum through nature: we need to teach them how to design an outdoor lesson plan that meets their objectives, how to manage risk and safety wisely, how to take advantage of small local urban nature islands, and how to deal with bio-phobia (their own and that of their pupils). We need teachers to be equipped with environmental programmes promoting connections with nature and to be supported and appreciated by their schools and the parents.

And the payoffs are substantial. When we see pupils learning outdoors with a teacher who took the plunge, we see joyful children who are able to focus on their learning and who also develop an authentic connection with nature – children who have an idea of the smell of a slug (“like the rain”), who are curious and know what to expect when digging into the soil, or who respect fungi and pass on a wise approach toward them. We see knowledgeable students who are getting prepared to act wisely and in harmony with nature.


[1] Tucci, J., Mitchell, J., & Goddard, C. (2007). Children’s fears, hopes and heroes:
Modern childhood in Australia.
Australian Childhood Foundation and National Research Centre for the Prevention of Child Abuse, Monash University, Ringwood, Victoria.

[2] Léger-Goodes, T., Malboeuf-Hurtubise, C., Mastine, T., Généreux, M., Paradis, P., & Camden, C. (2022). Eco-anxiety in children: A scoping review of the mental health impacts of the awareness of climate change. Frontiers in Psychology, 13 Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2022.872544.

[3] Liefländer, A. K., Fröhlich, G., Bogner, F. X., & Schultz, P. W. (2013). Promoting connectedness with nature through environmental education. Environmental Education Research, 19(3), 370-384. doi:10.1080/13504622.2012.697545

[4] See for example Bola et al. 2022; Hosaka et al. 2017; Rosa et al 2018; Sugiyama et al. 2021.


[/vc_column_text][vc_separator color=”custom” accent_color=”#a80000″ css=”.vc_custom_1594895181078{margin-top: -15px !important;margin-bottom: 10px !important;}”][vc_column_text]Opinions expressed in Bliss posts reflect solely the views of the author of the post in question.[/vc_column_text][vc_separator color=”custom” accent_color=”#a80000″ css=”.vc_custom_1594895181078{margin-top: -15px !important;margin-bottom: 10px !important;}”][vc_column_text css=”.vc_custom_1679389692184{margin-top: 0px !important;}”]About the authors:

Aurélia Chevreul-Gaud develops change management strategies to implement outdoor learning on a daily basis. She is a mentor in nature-based education, creator of the 7 Connection Gateways Pedagogy© and holds a master’s degree in change management. She is also a public speaker – see her TEDx performance. Her current project based in The Netherlands, focuses on integrating outdoor learning into urban teachers’ practices and linking it with the International Baccalaureate Primary Year Programme.

 

 

Sylvia I. Bergh, is Associate Professor in Development Management and Governance, International Institute of Social Studies (ISS), Erasmus University Rotterdam (EUR), and Senior researcher in the Research group Multilevel Regulation, part of the Centre of Expertise on Global and Inclusive Learning, The Hague University of Applied Sciences (THUAS). Her recent research focuses on the governance of heatwaves, and she is currently starting up a new research project on the Inner Development Goals and how to foster the required skills in future global governance professionals.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column css=”.vc_custom_1596795191151{margin-top: 5% !important;}”][vc_separator color=”custom” accent_color=”#a80000″ css=”.vc_custom_1594895181078{margin-top: -15px !important;margin-bottom: 10px !important;}”][vc_column_text]

Are you looking for more content about Global Development and Social Justice? Subscribe to Bliss, the official blog of the International Institute of Social Studies, and stay updated about interesting topics our researchers are working on.

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Death and torture in the Life Esidimeni cases in South Africa: avenues for accountability by Meryl du Plessis

In 2015 the lack of attention to mental health care in South Africa made news headlines when 1,711 mental health care users dependent on assistance were forced out of state-sponsored private mental health care facilities. In what has been called the worst human rights violation since the end of apartheid, 144 of these transferred patients died due to neglect. A number of national and international legal mechanisms exist to hold the perpetrators accountable, but victims and their relatives may need assistance to be able to do so.


In 2015, the South African government decided to move 1,711 mental health care users dependent on assistance for their daily functioning from a state-sponsored private hospital group called Life Esidimeni into the care of other actors, including NGOs and hospitals not specialized in the care of patients, many of whom were suffering from severe mental illness that affected their ability to lead normal lives. Following the death of 144 mental health care users due to inadequate care and neglect, the South African government stated that this decision had been made in order to implement a policy of deinstitutionalisation, to satisfy financial auditing requirements not to use one service provider for lengthy, uninterrupted periods, and to save costs.

A remaining 1,418 persons survived, experiencing conditions that former Deputy Chief Justice Moseneke, the arbitrator in proceedings between the South African government and the families of the mental health care users, described as torture (paras 58 to 141). At the time of the arbitration award in March 2018, 44 of the mental health care users had gone missing in the absence of care, lack of food, water and sanitation and systems to keep track of where users were housed. News reports in March 2019 indicated that some users were still unaccounted for, although many had been traced with the help of police and the Department of Social Development.

Investigations point to rash decision-making and a lack of care

A report by the Office of the Health Ombud has described the provincial health department’s project in terms of which the transfers occurred as “done in a ‘hurry/rush’, with ‘chaotic’ execution, in an environment with no developed, no tradition, no culture of primary mental health care community-based services framework and infrastructure”.

According to the Arbitration Award, the South African government accepted liability and acknowledged that the actions of its officials and its agents contravened South Africa’s obligations under international law, the South African Constitution, 1996, the National Health Act 61 of 2003, the Mental Health Care Act 17 of 2002, and the government’s own National Mental Health Policy Framework and Strategic Plan.

The survivors and the families in the Life Esidimeni arbitration were awarded compensation of approximately R1.2 million (approximately €73,000) each in terms of the common law and in the form of damages for breaches of constitutional rights. Justice Moseneke also ordered the government to construct a monument to commemorate the suffering and loss caused by the government’s actions and to remind future generations of the “human dignity and vulnerability” of mental health care users. He furthermore ordered that government report to the Office of the Health Ombud and to survivors and their families on the contents, as well as the implementation of its recovery plan, which seeks to “achieve systemic change and improvement in the provision and delivery of mental health care by the Department of Health in the Province of Gauteng” (para 7a). Furthermore, Justice Moseneke ordered that the health care professionals involved in the killing and the torture of the mental health care users be reported to their respective professional bodies. Steps taken in this regard should be reported on to the Health Ombud and the claimants.

Pursuing accountability: two possible avenues

The steps taken by government above are arguably insufficient to ensure accountability. Apart from measures that the South African government can choose to implement at its discretion, which accountability mechanisms can be used by social justice organizations representing the victims and their relatives to address the crass disregard for mental health care users’ rights by government officials, health care professionals, and managers of NGOs involved in the Life Esidimeni case?

The Special Investigations Unit, the State’s preferred forensic investigations unit established in terms of legislation, has been successful in claiming back portions of the funds that had been improperly allocated to some NGOs. This was done after a presidential decree to investigate whether NGOs benefited improperly from the Life Esidimeni processes. However, no accountability has followed for government officials and health care professionals who were involved in taking reckless decisions and implementing such decisions. What are the options in this regard?

Firstly, accountability in the form of criminal prosecutions is possible, although the National Prosecuting Authority (NPA) has stated that there is insufficient evidence for criminal prosecutions. However, evidence can be gathered through inquests into the deaths by courts, which have been ordered by the Arbitrator.

Moreover, if the NPA maintains its refusal to prosecute those involved in the deaths and torture, there is the possibility of private citizens instituting prosecution proceedings in terms of the Criminal Procedure Act, although the costs involved make this a prohibitive process for most persons. Funding options for private prosecutions include NGOs and private donors. Without funding and legal assistance, it is highly unlikely that it is an avenue that families would be able to pursue.

Secondly, if domestic remedies are unsuccessful, there is the possibility of laying a complaint with the United Nations Committee on the Rights of Persons with Disabilities in terms of, inter alia, articles 3, 15 and 16 of the Convention on the Rights of Persons with Disabilities.  South Africa ratified the Convention, together with its Optional Protocol, in 2007. However, the Committee may only make “suggestions and recommendations” after considering a complaint (art 5 of the Optional Protocol). Unless there are political or economic repercussions that flow from adverse findings by the committee, it is my view that it is likely to be a weak accountability measure.

These are two possible avenues in the continuing struggle to ensure accountability for the deaths, pain, and suffering caused by the South African government’s, health care professionals’ and non-governmental organizations’ actions in the Life Esidimeni cases. While the report of the Health Ombud and the arbitration award have suggested repercussions for some of the health care professionals and state officials who neglected their duties, it remains to be seen whether the individuals whose actions caused the deaths, torture, and trauma of mental health care users and their loved ones will be held accountable.


Du Plessis photo for blog.jpgAbout the author:

Meryl du Plessis is a senior lecturer in the School of Law at the University of the Witwatersrand. In 2019, she participated in an Erasmus+ sponsored fellowship programme at the International Institute of Social Studies.