The violence occurring in schools is a concerning phenomenon with pervasive implications for learners, teachers, and communities. Its impact culminates in fear, stress, and a reduced sense of safety among learners and teachers. Its consequences extend beyond physical harm, thus affecting an individual’s mental well-being. This study provides a precis of the comprehensive nature of school violence and preventative strategies meant to curb this phenomenon. This study employed a case study design located within the interpretative paradigm. A qualitative approach was used to delve into the perceptions of learners and educators on the nature of school violence and measures that could be adopted to prevent it. Thirty (n = 30) participants involving ten learners (n = 10), ten parents (n = 10), and ten educators (n = 10) were purposively sampled. Ten learners participated in focus-group discussions, with five learners representing each school located in Mbabane, Eswatini (Imbabane Central and Mater Dolorosa High Schools). Semi-structured interviews were conducted with 10 teachers and 10 parents (5 parents and 5 teachers from each school). A lack of effective methods of disciplining learners was identified as a cause of bullying and aggressive behaviours among learners. The findings reflect that violence is deeply rooted in harmful social norms, with corporal punishment being widely advocated by the participants. The findings indicate a crucial need for adopting an integrated and collaborative approach to the development and implementation of effective preventative measures.

The impact of climate change on agriculture in South Africa is a key factor that contributes to food insecurity. While this topic is covered in the Agro-ecology unit in Grade 10, it is important to determine the most effective way to teach it to learners. That is important because teaching methods utilized in Agricultural Sciences are envisaged to improve learners’ performance on the impact of climate change on food security. This study quantitatively compared teaching methods (i.e., Lecture, Demonstration, and Project-based) and their impact on learners’ performance in Agro-ecology. Each teaching method was tested on each group of 15 learners, which resulted in 45 learners per school, and the total number of participants was 180 when four schools were combined. A pre-experimental and post-test research design was employed to identify effective teaching methods for Agro-ecology among Grade 10 learners in Limpopo and Eastern Cape provinces. Analysis of covariate was used to test the hypothesis that (1) learners’ content knowledge on climate change and food security would differ with teaching methods, (2) the project-based and demonstration teaching methods would improve learners’ content knowledge because the project-based and demonstration methods are more practical, and learners learn better through these methods. The results showed that learners in the project-based and demonstration groups had significantly higher scores than those in the lecture (p < 0.05). The findings suggest that incorporating project-based teaching methods in secondary schools can improve learners’ performance and skills in Agricultural Sciences.

Occupational stress is rampant across various professions. The process of murder case investigation culminates in a plethora of challenges, including mental health concerns among murder detectives, which can trigger occupational stress. Stress reduces productivity and is detrimental to a worker’s health and well-being. This study explored trauma contributing to occupational stress among murder detectives in the South African Police Service. The study adopted a case study design and a qualitative approach within the constructivist paradigm. To generate rich and thick data, participants were purposively selected. Data were collected using in-depth interviews with eight (n = 8) murder detectives and two (n = 2) employees from the SAPS’ Employee, Health, and Well-being Services (EHWS) department. Data were analysed using thematic analysis. The sources of stress identified were attributed to the nature of police work, namely long work hours and exposure to traumatic crime scenes. Murder cases involving children and women were among the most emotionally challenging sources of stress. Further, most detectives reported resorting to defensive mechanisms in dealing with trauma. Although most detectives knew EHWS, high workloads were reported to be an insurmountable challenge. The findings have important implications for intervention programmes to improve the mental health and well-being of SAPS murder detectives.

The underrepresentation of women in science, technology, engineering, and mathematics (STEM) remains a persistent challenge, influenced by socio-cultural norms, educational barriers, workplace inequalities, and limited participation at various levels. The review examines the challenges contributing to gender disparities in STEM and explores interventions to foster inclusion in South Africa, including key factors affecting gender representation. Studies were selected using structured screening and data extraction processes. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and included literature published between 2010 and 2025. A comprehensive search was conducted across multiple databases, including Elsevier, Google Scholar, Sabinet, Sage, Science Direct, Taylor & Francis, and institutional repositories. The findings highlight the importance of multifaceted interventions to bridge the gender gap, emphasising the promotion of role models, mentorship programmes, STEM education improvements at the high school level, professional development for educators, handson experiential learning, and parental involvement. This review provides insights into effective strategies that policymakers, educators, and industry stakeholders can implement to create a more inclusive and equitable STEM landscape.

Enriching Professional Development in Disadvantaged Schools through the Targeting Talent Programme (TPP) Educators Enrichment Programme: Insights from Math and Science Educators

Intimate femicide remains one of the most urgent and devastating forms of gender-based violence in South Africa. While existing research has centred on the prevalence and legal responses to such cases, less attention has been given to the emotional and psychological experiences of detectives who must engage with both the investigative process and the interaction with bereaved families. This study explores the emotional and psychological experiences of detectives’ interactions with families in intimate femicide cases. In-depth interviews were conducted with eight South African Police Service detectives from Gauteng province. Interpretative Phenomenological Analysis was utilised to explore the emotional and psychological impact of such work, focusing on death notifications and ongoing family interactions. Analysis revealed three interlinked findings: (1) detectives as first witnesses to families’ shock, disbelief, and embodied grief; (2) the emotional labour, cumulative strain, and personal identity spillover arising from repeated exposure to trauma; and (3) the challenges of managing death notifications in the context of training gaps, procedural frictions, and high family expectations. The study contributes to psychological literature on trauma-exposed occupations and emphasises the need for trauma-informed policing practices that address both interpersonal engagement and officer mental health.