Tshivhandekano, Thembuluwo Ralph2026-07-152026-07-152026-05-19Tshivhandekano, T.R. 2026. The Impact of bullying on learners well-being and learning outcomes: A case study of Public Schools in Vhembe East Education District of Limpopo Province, South Africa. . .https://univendspace.univen.ac.za/handle/11602/3347M. Ed. in Educational ManagementThe main purpose of this study was to investigate how bullying impacted learners’ well-being and learning outcomes, using a qualitative case study design conducted in two public schools in Vhembe East Education District of Limpopo Province, South Africa. The Authoritative School Climate Theory (ASCT) underpinned the theoretical framework, as it proposed that the school climate represented the overall school experience in learning. The study adopted a qualitative research approach to explore the lived experiences, perceptions, and understanding of bullying among selected participants. The total study sample consisted of 15 learners (8 males and 7 females) from Grades 8 to 12, and 5 teachers (3 females and 2 males) teaching these grades, with teaching experience ranging from 9 to 18 years. Fifteen (15) learners and 5 teachers were purposively selected from Schools A and B, based on their previous experiences, availability and willingness to participate in the study. Data were collected through face-to-face, semi-structured interviews and focus group discussions. The interview questions explored how bullying affected learners’ emotional well-being, academic engagement, and overall school experience. Learners who had not been formally identified as bullied were selected to reflect general perspectives on bullying in the school environment. The qualitative data were transcribed and analysed using thematic analysis. This involved coding the data, identifying patterns, and generating themes that emerged from participants' responses. Themes were presented using direct quotations and narrative insights from learners and educators. The main findings provided a rich, in-depth understanding of how bullying shaped learners’ feelings of safety, inclusion, and academic performance within the school setting, which included fear of reporting incidents, feelings of exclusion from peers, and decreased engagement in class activities. Learners often felt helpless and unsupported when staff responses were limited or ineffective. Addressing bullying through prompt action, consistent support, and safe reporting systems is essential for creating an environment where all learners feel protected and able to succeed academically and socially.enBullyingWell-beingUCTDLearning outcomesPublic schoolsSchool climateThesisTshivhandekano TR. The Impact of bullying on learners well-being and learning outcomes: A case study of Public Schools in Vhembe East Education District of Limpopo Province, South Africa. []. , 2026 [cited yyyy month dd]. Available from:Tshivhandekano, T. R. (2026). <i>The Impact of bullying on learners well-being and learning outcomes: A case study of Public Schools in Vhembe East Education District of Limpopo Province, South Africa</i>. (). . Retrieved fromTshivhandekano, Thembuluwo Ralph. <i>"The Impact of bullying on learners well-being and learning outcomes: A case study of Public Schools in Vhembe East Education District of Limpopo Province, South Africa."</i> ., , 2026.TY - Thesis AU - Tshivhandekano, Thembuluwo Ralph AB - The main purpose of this study was to investigate how bullying impacted learners’ well-being and learning outcomes, using a qualitative case study design conducted in two public schools in Vhembe East Education District of Limpopo Province, South Africa. The Authoritative School Climate Theory (ASCT) underpinned the theoretical framework, as it proposed that the school climate represented the overall school experience in learning. The study adopted a qualitative research approach to explore the lived experiences, perceptions, and understanding of bullying among selected participants. The total study sample consisted of 15 learners (8 males and 7 females) from Grades 8 to 12, and 5 teachers (3 females and 2 males) teaching these grades, with teaching experience ranging from 9 to 18 years. Fifteen (15) learners and 5 teachers were purposively selected from Schools A and B, based on their previous experiences, availability and willingness to participate in the study. Data were collected through face-to-face, semi-structured interviews and focus group discussions. The interview questions explored how bullying affected learners’ emotional well-being, academic engagement, and overall school experience. Learners who had not been formally identified as bullied were selected to reflect general perspectives on bullying in the school environment. The qualitative data were transcribed and analysed using thematic analysis. This involved coding the data, identifying patterns, and generating themes that emerged from participants' responses. Themes were presented using direct quotations and narrative insights from learners and educators. The main findings provided a rich, in-depth understanding of how bullying shaped learners’ feelings of safety, inclusion, and academic performance within the school setting, which included fear of reporting incidents, feelings of exclusion from peers, and decreased engagement in class activities. Learners often felt helpless and unsupported when staff responses were limited or ineffective. Addressing bullying through prompt action, consistent support, and safe reporting systems is essential for creating an environment where all learners feel protected and able to succeed academically and socially. DA - 2026-05-19 DB - ResearchSpace DP - Univen KW - Bullying KW - Well-being KW - Learning outcomes KW - Public schools KW - School climate LK - https://univendspace.univen.ac.za PY - 2026 T1 - The Impact of bullying on learners well-being and learning outcomes: A case study of Public Schools in Vhembe East Education District of Limpopo Province, South Africa TI - The Impact of bullying on learners well-being and learning outcomes: A case study of Public Schools in Vhembe East Education District of Limpopo Province, South Africa UR - ER -