Mzinyane, Bongane Morris.Pitswane, Bonolo Tuelo.2026-06-182026-06-1820252025https://hdl.handle.net/10413/24436Masters Degree. University of KwaZulu-Natal, Durban.This dissertation explores bullying among teenage learners in a multicultural secondary school in Chatsworth, KwaZulu-Natal, South Africa. Against the backdrop of ongoing challenges in the education sector, including school violence, cultural divisions, and the psychosocial vulnerabilities of learners, understanding how young people perceive and experience bullying is vital for informing effective interventions. This qualitative study was framed within an interpretivist paradigm, allowing for an in-depth exploration of learners’ subjective realities and meanings. It further drew on the person-in-environment perspective and relational well-being theory to situate learners’ experiences within their broader ecological and relational lenses. The data were collected through two focus group discussions with 13 Grade 11 learners, aged between 15 and 18 years, providing insights into how they understand, perceive, and have experienced bullying. Thematic analysis was employed to interpret the data, enabling a nuanced exploration of the meanings associated with bullying. The findings revealed that learners perceive bullying as a multifaceted phenomenon, extending beyond physical aggression to encompass verbal abuse, psychological harm, social exclusion, stereotyping, and cyberbullying. Their accounts highlighted that bullying is not only an individual act of aggression but also a socially embedded behaviour influenced by peer dynamics, institutional practices, and historical legacies of inequality. The participants identified teachers being part of the bullying problem by partaking in it, inconsistent enforcement of rules, lack of discipline and possible behaviours learnt from home. These accounts underscore the urgent need for effective interventions that address both the emotional and educational consequences of bullying. The study has policy implications. The study showed the causes and effects of school bullying, which policymakers should aim to address to reduce the prevalence and address the issue of school bullying in South Africa. Participants recommended preventative, restorative, and participatory approaches rather than punitive discipline. Recommended strategies included whole-school anti-bullying education, restorative justice practices, peer-support systems, accessible reporting mechanisms, culturally responsive and trauma-informed teacher training, and inclusive extracurricular activities to build cohesion. Learners also emphasised the importance of stronger communication among parents, staff, and learners, as well as addressing broader community-level prejudices that impact school interactions. This study contributes practically and theoretically by generating context-specific evidence for educators, [school] social workers, and policymakers while demonstrating the value of centring learner perspectives in intervention design.enBullying--Secondary schools--KwaZulu-Natal--Chatsworth.Bullying--Learners--Experiences.Multicultural schools--KwaZulu-Natal.Anti-bullying education.Anti-bullying--School policy.Thesis