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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.

Bullying is the aggression, violence, and threats that are targeted at the victims who are perceived to be weak. Learners living with disabilities are not immune to the phenomenon of bullying. Due to their vulnerability, they are targeted by bullies within the learning environment. Learners living with disabilities are targeted physically, emotionally, and through the use of technology. Learners fear reporting incidents of bullying because of the lack of action and consequences for the perpetrators of bullying. There is a huge increase in bullying incidents at schools against learners living with disabilities because of the inability to report the violence and harassment caused by the perpetrators to the victims of bullying. The learners living with disabilities are being taken advantage of by the perpetrators because of the fear of reporting violent behaviour to the teachers at school. The study applied the qualitative research method to explain the fears and inability to report bullying incidents by learners living with disabilities. Snowball sampling was used to select the study population within different schools, with a sample of about 11 learners considered. An exploratory research design was adopted in this study to explore the challenges experienced by the victims of bullying with regard to the fears of reporting bullying incidents. The study has adopted the interview as an instrument for collecting data. Thematic analysis was used to analyze the information collected from the learners living with disabilities. The study has observed the ethical considerations to ensure respect for the rights of the participants and universal observations for studies that involve human beings.

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.

Bullying is the aggression, violence, and threats that are targeted at the victims who are perceived to be weak. Learners living with disabilities are not immune to the phenomenon of bullying. Due to their vulnerability, they are targeted by bullies within the learning environment. Learners living with disabilities are targeted physically, emotionally, and through the use of technology. Learners fear reporting incidents of bullying because of the lack of action and consequences for the perpetrators of bullying. There is a huge increase in bullying incidents at schools against learners living with disabilities because of the inability to report the violence and harassment caused by the perpetrators to the victims of bullying. The learners living with disabilities are being taken advantage of by the perpetrators because of the fear of reporting violent behaviour to the teachers at school. The study applied the qualitative research method to explain the fears and inability to report bullying incidents by learners living with disabilities. Snowball sampling was used to select the study population within different schools, with a sample of about 11 learners considered. An exploratory research design was adopted in this study to explore the challenges experienced by the victims of bullying with regard to the fears of reporting bullying incidents. The study has adopted the interview as an instrument for collecting data. Thematic analysis was used to analyze the information collected from the learners living with disabilities. The study has observed the ethical considerations to ensure respect for the rights of the participants and universal observations for studies that involve human beings.

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.