Abstract

School violence is an escalating concern globally, particularly in rural secondary schools, where unique socio-economic challenges exacerbate the problem. This paper aims to investigate the impact of school violence on learners in rural secondary schools, focusing on how such violence affects their academic performance, mental health, and future aspirations. The study also explores the contributing factors to school violence and proposes evidence based interventions to mitigate its effects. Grounded in Bronfenbrenner’s Ecological Systems Theory, which emphasizes the interaction between individuals and their environments, the research paper highlights how community, cultural norms, and resource constraints shape the incidence and impact of school violence. A qualitative research design was employed, using semi- structured interviews and focus groups to collect data from learners, teachers, and community members in selected rural secondary schools. The sample comprised 30 learners, 12 teachers, and 5 administrators from 5 rural secondary schools, purposefully selected to provide diverse perspectives on the issue. Data were analysed thematically, revealing key patterns in the experiences of school violence. The paper found that learners exposed to violence, either as victims or witnesses, faced significant academic challenges and serious emotional and psychological effects, including anxiety, depression, and symptoms of post-traumatic stress disorder (PTSD). The paper recommended that to protect learners from violence, it is crucial to enhance school safety by monitoring high-risk areas and establishing safe spaces. These measures will create a supportive environment, allowing students to concentrate on their studies without fear.

Keywords: Academic performance, Bullying, Mental health, School safety, School violence