Explore the evidence.
Understand the reach.

This study examined how conflicts between learners’ and teachers’ rights influence teachers' safety in South African schools and how school management structures respond to such situations. South African schools continue to experience high levels of learner violence and disciplinary disputes that are often framed through competing interpretations of human rights. These tensions shape teachers’ daily work and raise concerns about safety, dignity, and professional well-being. The study was guided by an interpretivist paradigm and informed by Curwin and Mendler’s Discipline with Dignity model. A qualitative case study design was adopted. Semi-structured interviews were conducted with teachers and learners at a secondary school in Limpopo Province. Thematic analysis was used to interpret the data. The findings show that persistent rights-related conflicts and learner aggression create significant emotional, psychological, and professional strain for teachers. Teachers reported limited institutional support after incidents were reported. School Management Teams often prioritised learner welfare, inconsistently applied policies, and offered few practical safeguards for teachers. The study recommends clearer reporting mechanisms, stronger SMT accountability, regular review of school safety policies, and collaborative interventions involving parents, district officials, and support professionals to strengthen teacher protection and restore professional dignity

This study examined how conflicts between learners’ and teachers’ rights influence teachers' safety in South African schools and how school management structures respond to such situations. South African schools continue to experience high levels of learner violence and disciplinary disputes that are often framed through competing interpretations of human rights. These tensions shape teachers’ daily work and raise concerns about safety, dignity, and professional well-being. The study was guided by an interpretivist paradigm and informed by Curwin and Mendler’s Discipline with Dignity model. A qualitative case study design was adopted. Semi-structured interviews were conducted with teachers and learners at a secondary school in Limpopo Province. Thematic analysis was used to interpret the data. The findings show that persistent rights-related conflicts and learner aggression create significant emotional, psychological, and professional strain for teachers. Teachers reported limited institutional support after incidents were reported. School Management Teams often prioritised learner welfare, inconsistently applied policies, and offered few practical safeguards for teachers. The study recommends clearer reporting mechanisms, stronger SMT accountability, regular review of school safety policies, and collaborative interventions involving parents, district officials, and support professionals to strengthen teacher protection and restore professional dignity