Rethinking school safety interventions for learner violence against educators in Mopani District, South Africa: an exploratory qualitative study

Abstract Violence in South African schools remains a critical challenge, with the Mopani District in Limpopo Province showing alarming levels of learner violence against educators. Guided by Bronfenbrenner’s Ecological Systems Theory and the Job Demands–Resources (JD-R) Model, this exploratory qualitative study explored interventions aimed at mitigating the effects of learner violence on educators. Following eleven thematically analysed semi-structured interviews with purposively selected educators in the district, the findings indicate learner violence as shaped by interactions across multiple ecological systems and intensified by high job demands and limited institutional support. Participants (the studied educators) highlighted the need for stronger policy and law enforcement, improved school security, mental health support, and enhanced collaboration among educators, parents, and community structures. The study emphasises the importance of systemic, trauma-informed, and resource-based approaches to strengthen educator resilience and well-being. These findings thus provide guidance for policymakers and education leaders seeking to create safer, more supportive teaching environments in the Mopani District.