The Impact of Gender-Based Violence on High School Learners in Eswatini: Analysing Emotional, Psychological, and Academic Consequences

Abstract

This qualitative study addresses a significant gap in existing literature concerning the emotional, psychological, and academic consequences of gender-based violence (GBV) among high school learners in Eswatini, a context where culturally embedded norms and systemic challenges may shape how GBV is experienced, disclosed, and addressed. While prior research underscores the detrimental effects of GBV, limited attention has been given to learners’ accounts within Eswatini’s socio-cultural landscape. Employing a qualitative descriptive design, data were collected from 36 learners (18 girls and 18 boys) across six high schools. Thirty learners participated in six focus group discussions, with five learners in each group, while an additional six learners participated in individual semi-structured interviews. No participant participated in both methods. Data were analysed using Braun and Clarke’s reflexive thematic analysis. Three overarching themes were developed inductively: (1) emotional trauma and demotivation, characterised by feelings of worthlessness, fear, anxiety, and withdrawal; (2) psychological effects, including anxiety, shame, isolation, and psychological distress; and (3) a decline in academic performance and engagement, reflected in perceived difficulties with concentration, attendance, participation, motivation, and academic performance. Bronfenbrenner’s Ecological Model was subsequently used as an interpretive lens to examine how individual, interpersonal, institutional, community, and broader societal contexts shaped participants’ accounts. The study also considers similarities, differences, and contradictions in girls’ and boys’ accounts and recognises that participants occupy different positions in relation to GBV, including experiences of victimisation, witnessing, and acknowledgement of harmful behaviour. Because the study is qualitative and cross-sectional, the findings describe participants’ perceived relationships between GBV and educational and psychosocial experiences rather than establishing causal effects. The study highlights the importance of trauma-informed school environments, accessible psychosocial support, effective safeguarding and referral mechanisms, gender-responsive prevention, and coordinated interventions across ecological levels.