Fighting gender-based violence at high schools in Thulamela Municipality

Abstract

Gender-based violence (GBV) remains a persistent challenge in South African secondary schools, despite the presence of legal frameworks and policies designed to prevent it. This study investigates the effectiveness of GBV prevention mechanisms in secondary schools within Thulamela Municipality, Limpopo Province. Grounded in feminist theory which critiques power dynamics and patriarchal structures that sustain GBV, and interpretivism, which acknowledges the socially constructed nature of reality, this study explores stakeholders’ subjective experiences and perspectives. I argue that while policy frameworks exist, their implementation is weak due to inadequate stakeholder awareness, insufficient training, and systemic failures in enforcement. Findings revealed a significant disconnect between policy and practice, with many teachers and SGB members either unaware of existing GBV mechanisms or lacking the training needed for effective implementation. Although social workers displayed greater competence in addressing GBV cases, their limited presence in schools restrict their ability to provide sufficient support. Additionally, a culture of silence and victim-blaming emerged as key barriers, deterring survivors from reporting incidents due to stigma and institutional inaction. This study contributes both theoretically and practically by advancing discussions on GBV policy implementation in South African schools and highlighting the gap between legal frameworks and daily school practices. It underscores the urgent need for targeted training, stricter policy enforcement, and enhanced collaboration among schools, social services, and law enforcement agencies. Key recommendations include the introduction of comprehensive school-based GBV education programmes, greater accessibility to GBV policies, and institutional reforms to improve accountability in addressing GBV cases. Future research should examine the long-term effects of GBV interventions on learners’ academic performance and well-being. By addressing these gaps, this study aims to contribute to efforts on the creation of safer, more equitable learning environments in South African schools.