Adu, E.O.Olabode, Sadiat Adewumi2025-12-112025-12-112025-03http://hdl.handle.net/20.500.11837/3414PhD ThesisThe problem of school violence is not specific to South Africa but is a global concern that continues to be on the increase. Despite numerous measures put in place by the government and other educational stakeholders, the menace of school violence continues unabated in schools, particularly in secondary schools in South Africa. This complex problem has now manifested into various forms of violence, including bullying, gender-based violence (GBV), physical fighting, stabbing, gang rivalry, racial discrimination, shootings, crimes and robberies, and vandalism. This problem has resulted in wasted lesson time and learners' poor overall academic performance. School violence has caused physical harm and psychological distress to the victims. For learners to achieve a good academic record and transition to the next grade level, good term marks are required. Hence, this study examined the effects of selected forms of school violence (bullying, sexual harassment, teen gang violence, and vandalism) on Grade 10 learners’ academic achievement within Buffalo City Metropolitan Municipality (BCMM), Eastern Cape Province, South Africa. Dreikurs’ social discipline model and Bronfenbrenner's ecological systems theory were adopted for the study. The study employed a positivist paradigm approach where quantitative data was collected from the participants. A descriptive research design survey was adopted. This study used a proportional stratified sampling method to select participants from within the BCMM area. As of the time of planning this study, a total recorded enrolment of 14,819 Grade 10 learners was confirmed at the Buffalo City Education District, of which one thousand and thirtyseven (1,037) Grade 10 learners participated by filling out a structured questionnaire, whilst a document containing participants' term report marks was also used as part of the analysis. Both descriptive and inferential analyses were performed. The study results reveal that Grade 10 learners who rarely experience any of the selected forms of school violence are less likely to fail in their academic performance compared to those who only sometimes or many times experience any of the selected forms of school violence; moreover, those who only sometimes experience the selected forms of school violence are more likely to pass in their academics than those who experience it many times; those who experience the selected forms of school violence many times are more likely to pass compared to those who always experience selected forms of school violence. At the same time, those learners who always experience any of the selected forms of school violence are less likely to pass compared to those who never, rarely, or only sometimes experience it. The study concludes that the selected forms of school violence affect learners’ academic progress. As school students must study for every subject and hand in good quality projects and assessment tasks from the beginning of the school year to be transitioned to the next grade, it is vital to provide a safe learning environment for learners to perform at their best. Based on this conclusion, the study asserts that school authorities must provide a conducive environment for students to learn effectively. If students continue to learn in a hostile environment where violence flourishes, such an atmosphere could create fear, anxiety, and psychological trauma in their minds, which may subsequently affect their academic outcomes.enSchool violence--South AfricaAcademic achievement—South AfricaTenth grade (Education)High school students--South AfricaStudents--South AfricaEducation, Secondary--South AfricaThesis