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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 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 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.

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.