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South African primary schools are facing a crisis. Every day, learners fight, bully, destroy property, and intimidate other learners and teachers, turning what should be safe spaces into places of and mistrust.

Research shows that learner behavior frequently involves , bullying and vandalism ( to school property) that threatens the safety of both learners and staff.

The media usually only serious of violence, but schools and teachers face and dangerous behavior every day that often goes . This underreporting is not unique to South Africa; it's a in too.

that this kind of behavior teaching and learning, leading to poor learner performance and school dropouts.

and intimidation from learners, which undermines their ability to teach effectively. They feel unsafe and frustrated when learners act aggressively, and this problem worsens when parents protect their children's instead of addressing it.

Violence, bullying, and damage to school property don't just cause harm to learners and teachers. They also cost schools money to repair the damage and emotional trauma and suffering for victims and their families.

Given these realities, it is important to carefully explore the lived experiences of teachers, school leaders and caretakers to fully understand the severity and complexity of challenging learner behavior. This understanding is essential for developing effective policies and interventions aimed at restoring safety and improving learning environments in South African primary schools.

As part of a wider study of challenging learner behavior, I 21 participants from three primary schools in Durban, South Africa. It was a , in which the small sample size was well-suited and provided relevant and credible information on challenging learner behavior. was appropriate for identifying patterns and themes for further exploration.

The aim was to probe the participants' perspectives to understand how learners' challenging behavior is experienced in primary schools. I wanted to know more about how behavior stemming from children's homes and environments, playing out at school, was affecting teachers and the overall school climate.

The interviews indicated that teachers were unhappy and wanting to quit the profession, learner victims faced constant fear and distress, and caretakers felt degraded. If this is a sign of how teachers, children and caretakers are feeling around South Africa, it points to the need for ways to reduce their stress.

Voices from schools

The schools in my are located in semi-urban areas within the same district and serve learners from grade R (about age 5) to grade 7 (about age 12). The surrounding communities face high levels of unemployment, domestic violence, and various social challenges.

Fifteen teachers, three governors, and three caretakers shared their experiences through interviews, enabling open and deeper . Consistency across school sites supported the trustworthiness of the findings. were followed throughout.

Across the three schools, participants described an environment where serious learner misconduct was a common, everyday problem.

Teachers, governors, and caretakers reported daily disruptions that affected teaching, learning and emotional well-being. Aggression and violence were constant. Learners engaged in physical fights—punching, kicking, and using sharp objects like pencils and knives. These were not minor scuffles but incidents that caused serious injuries. Teachers were also , shouted at, and occasionally physically .

Bullying was widespread, both verbal and physical. Learners harassed peers through name-calling, exclusion, extortion and intimidation, often in unsupervised spaces like toilets and tuckshops. Victims lived in fear, while teachers struggled to maintain discipline and protect vulnerable learners.

Vandalism and property damage were routine. Learners tore up textbooks, damaged desks and windows, defaced walls with vulgar graffiti, and clogged toilets with rubbish. Caretakers faced degrading tasks like cleaning and scrubbing feces and graffiti off the walls. The costs of repairing damage strained already limited school budgets.

Adding to the tension, gang-like behavior emerged. Small groups banded together to provoke fights, intimidate others, and sometimes fuel unrest rooted in xenophobia or local politics, creating fear, uncertainty and division among learners.

Some incidents had gendered and criminal implications, including the reporting of boys violating the privacy and rights of other boys in the school toilets, and girls being inappropriately touched and harassed. This contributed to emotional trauma and, in some cases, learner dropout—especially among girls. The United Nations Children's Fund that school violence contributes to girls dropping out of school. The is a concern in South Africa.

Stealing and lying were common. Learners stole from classmates, teachers, and school offices, often without remorse, and frequently lied or blamed others when confronted, further eroding trust and accountability.

Many participants believed learners expressed unspoken pain or mirrored violence and instability seen at home and in their communities. According to , such behaviors are learned. Children exposed to violence, neglect, or chaos often replicate these actions in school. Without consistent guidance, role models, or consequences, the cycle .

Moving forward

In short, these schools are no longer safe havens for learning—they are in crisis. Without urgent and effective intervention, the very mission of basic education—and the well-being of children—is at risk.

Primary schools depend on governing authorities and communities for their safety and success. Stakeholders must take collective action to reclaim schools as safe learning spaces.

Governing authorities should address the issues raised by reviewing policies and implementing support programs, including counseling, family-school partnerships, and teacher training to handle challenging behavior in positive and sustainable ways.

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