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This present study aims to expand the general understanding of bullying behaviour and to advance knowledge about bullying among pupils in public schools. Bullying is a global issue that can significantly impact learners’ educational and personal development. This paper analysed the complex and multi-faceted phenomenon of bullying, its prevalence, and its effect on learners in five public schools in Gauteng and Northwest provinces, South Africa. A quantitative approach was applied using questionnaires to a sample of 169 secondary public-school learners. The data were analysed using IBM SPSS Version 23, employing ANOVA tests, Pearson correlations, and Chi-square tests, as well as descriptive statistics. The results show that, like males, a considerable proportion of female learners (varying from 70.7% to 90.2%) reported never engaging in bullying behaviour at school. This study's findings show that bullying happens in schools. For example, a small percentage of females engage in bullying behaviour at varied frequencies: infrequently (5.4-20.7%), twice to three times a month (0-5.4%), weekly (0-2.8%), and daily (1.1-8.7%). Despite the low frequency of bullying, 2.2% of female learners report experiencing physical bullying, such as kicking and hitting on a weekly or daily basis. These results highlight the contextual and cultural specificity of bullying. Authors encourage further research to better understand this nuanced and complex phenomenon, focusing not only on victims but also on bystanders. Addressing bullying requires a comprehensive approach to promoting a healthy learning environment for all learners.

Cyberbullying is the most common form of violence and aggression that affects the wellbeing of learners during their schooling days. Globally, cyberbullying is increasingly gaining recognition among the social scientists. It is locally becoming a phenomenon that is problematic threatening the mental health of learners. The phenomenon of cyberbullying violates the human rights of learners as outlined in the Constitution of South Africa. Bullying is a phenomenon that is destructive in nature and brings out the culture of violence in learning environment. Cyberbullying is a complex social issue and has close association with mental health illness/problems. It has consequence which includes, trauma, drop in school performance, school dropout and suicide. Cyberbullying is not a new concept among social workers because of their involvement with the phenomenon daily. Cyberbullying involves the use of social media, technology and texts to inflict harm on the victims. The study adopted the qualitative research approach, and this approach was used to provide the knowledge about the destructive nature of cyberbullying on learners in schools. The primary goal of this study was to develop an in-depth knowledge on the destruction or learners in schools. Face-to-face, semi-structured interviews was used in the study with the adoption of purposive technique of sampling. The Interview guide was utilized as a data collection instrument exploratory research designs was employed. The researcher obtained permission from the participants prior to data collection and sought permission for the audio-recording of the participants. The study applied the thematic content as a method of data analysis. The study employed two theoretical framework which were ecological approach and the strength-based approach. The study found that emotional, psychological and educational effects are some of the destructive effects of bullying which puts too much pressure on learners.

Bullying is a significant concern for learners in South African educational institutions, and it requires immediate attention and intervention from interested parties, such as social workers. This form of violence is prevalent during the school years and involves aggressive behaviour towards victims. The phenomenon of bullying attracts local and global interest from social scientists, who use it as a term to describe its social and emotional effects. The concept is associated with mental health problems, a decline in school performance, school dropout, contemplation of suicide, suicide, and other complex social problems. Social workers are well-versed in the concept of bullying due to their involvement with the issue. The study utilized qualitative research, employing purposive sampling, and thematic analysis to analyze data from a sample of 21 social workers linked to schools. The research design employed was exploratory in nature. The study utilized face-to-face, semi-structured interviews as a means of data collection, with an interview guide serving as the instrument. Prior to collecting data, the researcher obtained permission from participants and sought their consent for audio-recording. Ethical considerations, such as informed consent, debriefing, beneficence, confidentiality, and avoiding harm, were closely followed. The study drew on two theoretical frameworks, namely the ecological and strength-based approaches.   Keywork: Bullying, effects, emotional, learning, social, social workers.

The main aim of this study is to explore challenges faced by learners who are survivors of school violence and the implications for support structures. Many schools are branded with violence, gangsterism, substance abuse and general crime. The scourge of violence in schools is cause for concern, citing daily reports that appear in the written and electronic media about high levels of violence, physical and sexual abuse, and gang-related activities in schools. Qualitative research design and phenomenology as a mode of inquiry were employed in this study. School principals' and teachers' experiences and perceptions were elicited through focus-group interviews, document reviews, and observations. The population comprised principals and teachers in five schools. Purposive sampling was used as a method of sample selection. The findings revealed that support is key, and lack of support can negatively impact learners’ access to schools and academic achievement in many ways. It was also found that most learners who leave school prematurely, through the fear of violence, do not report when they leave. The study recommended that support must be provided promptly, and parents, teachers, and caregivers must be capacitated to offer effective and efficient support.