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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.

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.

Bullying in the foundation phase poses a significant challenge that undermines both teaching and learning processes. Learners who experience bullying often demonstrate poor academic performance and increased absenteeism. This study explored the effects of bullying on teaching and learning in foundation phase classrooms. A qualitative research approach with an exploratory design was employed. Purposive sampling was used to select eight foundation phase teachers (Grades R–3) and two school management team members from two schools. Data were collected through semi-structured interviews and classroom and playground observations. The Job Demands–Resources (JD-R) model guided the study. Thematic analysis revealed that emotional stress, inadequate institutional support, and challenging learner behaviour negatively affected teaching quality and learner outcomes. The findings highlight the need for systemic interventions that align job demands with adequate resources to promote safe and supportive learning environments.

Childhood obesity is a growing global public health concern, particularly in rural settings, where socio-cultural factors contribute to the prevalence of bullying. Obese learners often face severe psychosocial challenges due to bullying, which negatively impacts their academic performance, self-esteem, and mental well-being. Despite the increasing awareness of bullying, limited research focuses on its educational and psychosocial effects on obese learners in rural secondary schools. This study explores the experiences of obese learners subjected to bullying and examines how these experiences affect their educational outcomes and emotional health. Grounded in Bandura’s Social Learning Theory, which emphasizes how behaviours such as bullying are learned through observation and reinforcement, the study adopts an interpretive paradigm to gain in-depth insights into the lived experiences of affected learners. A qualitative research design was employed, using in-depth interviews, discussions, and observations to collect data from five public rural secondary schools. Participants included ten obese learners in grades 10 and 11 who had experienced bullying and four teachers who interacted with these learners. Purposive sampling ensured the selection of participants with relevant experiences, while thematic analysis was used to identify key patterns emerging from the data. Findings indicate that bullying has significant negative psychological effects, leading to anxiety, depression, social withdrawal, and diminished self-esteem. Academic performance is also affected, as many bullied obese learners experience absenteeism, lack of concentration, and reduced motivation to engage in learning. To address these challenges, schools should implement anti-bullying policies that specifically target weight-based discrimination and foster an inclusive school culture. Psychoeducational support programs should be introduced to provide counselling and resilience training for obese learners. This study highlights the severe academic and psychosocial consequences of bullying among obese learners in rural secondary schools. Addressing these issues requires targeted interventions that promote a supportive learning environment, empower affected learners, and discourage bullying behaviours.

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.

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.

Bullying in the foundation phase poses a significant challenge that undermines both teaching and learning processes. Learners who experience bullying often demonstrate poor academic performance and increased absenteeism. This study explored the effects of bullying on teaching and learning in foundation phase classrooms. A qualitative research approach with an exploratory design was employed. Purposive sampling was used to select eight foundation phase teachers (Grades R–3) and two school management team members from two schools. Data were collected through semi-structured interviews and classroom and playground observations. The Job Demands–Resources (JD-R) model guided the study. Thematic analysis revealed that emotional stress, inadequate institutional support, and challenging learner behaviour negatively affected teaching quality and learner outcomes. The findings highlight the need for systemic interventions that align job demands with adequate resources to promote safe and supportive learning environments.

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.

Childhood obesity is a growing global public health concern, particularly in rural settings, where socio-cultural factors contribute to the prevalence of bullying. Obese learners often face severe psychosocial challenges due to bullying, which negatively impacts their academic performance, self-esteem, and mental well-being. Despite the increasing awareness of bullying, limited research focuses on its educational and psychosocial effects on obese learners in rural secondary schools. This study explores the experiences of obese learners subjected to bullying and examines how these experiences affect their educational outcomes and emotional health. Grounded in Bandura’s Social Learning Theory, which emphasizes how behaviours such as bullying are learned through observation and reinforcement, the study adopts an interpretive paradigm to gain in-depth insights into the lived experiences of affected learners. A qualitative research design was employed, using in-depth interviews, discussions, and observations to collect data from five public rural secondary schools. Participants included ten obese learners in grades 10 and 11 who had experienced bullying and four teachers who interacted with these learners. Purposive sampling ensured the selection of participants with relevant experiences, while thematic analysis was used to identify key patterns emerging from the data. Findings indicate that bullying has significant negative psychological effects, leading to anxiety, depression, social withdrawal, and diminished self-esteem. Academic performance is also affected, as many bullied obese learners experience absenteeism, lack of concentration, and reduced motivation to engage in learning. To address these challenges, schools should implement anti-bullying policies that specifically target weight-based discrimination and foster an inclusive school culture. Psychoeducational support programs should be introduced to provide counselling and resilience training for obese learners. This study highlights the severe academic and psychosocial consequences of bullying among obese learners in rural secondary schools. Addressing these issues requires targeted interventions that promote a supportive learning environment, empower affected learners, and discourage bullying behaviours.

The rapid advancement of technology has changed the world's civilization rapidly and provided many benefits to humans in various activities. Every individual, from children to adults will adapt to technology because daily life is very interchangeable to the use of technology, especially the internet to access social media, watch movies to find the latest news that spreads quickly. This study aims to identify the influence of Empathy, Self-Control and Parenting Style on adolescent Cyberbullying Behavior on Instagram social media. This study uses a quantitative method with a sampling technique, namely purposive sampling involving as many as 104 adolescent Instagram users as respondents. The instrument in this study is in the form of a questionnaire that is distributed through Google Form. The data of this study was tested using SPSS (Statistical Product and Service Solutions) software. The results of this study show that Empathy has a positive and significant influence on Cyberbullying behavior.Self-Control has a negative but not significant influence on Cyberbullying behavior. Parenting has a positive but also insignificant influence on Cyberbullying behavior. The results of this study indicate that the empathy factor is more dominant in influencing adolescent cyberbullying behavior when compared to self-control and parenting style.