Jairam, Visvaranie.Methula, Xolani Hopewell.2026-02-172026-02-1720252025https://hdl.handle.net/10413/24293Master's Degree. University of KwaZulu-Natal, Durban.Homophobia remains a serious issue that adversely affects Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA+) learners both emotionally and psychologically in South African schools. This study explores the experiences of secondary school learners, their coping mechanisms, and their motivations for dealing with anxiety and depression in the face of homophobia. The research was conducted in a public, multiracial, secondary school in the Pinetown district of Kwazulu-Natal, South Africa. Guided by Bandura’s Social Cognitive Theory (SCT), developed in the 1980s, the study aims to address three key research questions: What are learners’ experiences of anxiety and depression when facing homophobia? How do they cope with anxiety and depression when facing homophobia? Why do they cope in the way that they do? Anchored in an interpretivist paradigm, the study employed a qualitative approach to gain in-depth insight into learners’ experiences. Purposive sampling was used to recruit four participants, and data were generated through semi-structured interviews, focus group discussions, non-participant observations, and drawings. Furthermore, SCT informed the analysis and was used to interpret the findings using visual data analysis and thematic analysis. The study reveals that learners who experience homophobia tend to have high levels of anxiety and depression that negatively affect their academic performance, social interactions, and selfesteem. Learners adopt various coping mechanisms; some seek peer support and advocacy, while others resort to avoidance strategies due to fear of discrimination. The study concludes that secondary school learners facing homophobia are negatively impacted by a lack of inclusive education policies, limited teacher involvement in addressing the issue, and a hostile school culture. These findings emphasise the need for a comprehensive school-wide approach incorporating inclusive education policies, teacher training, and support systems for learners to create a safe and affirming school environment.enCC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/Homophobia.Anxiety and depression.Secondary school learners.LGBTQIA+ learners.Learner’s experiences.Thesis