https://ir.unisa.ac.za/handle/10500/1 2026-05-11T16:48:43Z https://ir.unisa.ac.za/handle/10500/32460 Investigating the differential effects of social media addiction on teenagers’ mental health: A study of high school learners in the KZN Province Khumalo, Zekhethelo Nikeziwe In today's digital age, teenagers are growing up in a digital culture where social media platforms are prevalent and substantially influence various parts of their lives. This study sought to investigate the effects of social media addiction on the mental health of teenage learners at Sacred Heart Secondary School (SHSS) in the KwaZulu-Natal province, South Africa. The study sought to provide vital insights into how social media influence the mental health of high school teenagers and to identify strategies to lessen these effects, particularly for teenagers in rural schools like SHSS. As a boarding school, teenagers are often compelled to seek connections beyond their immediate environment, making this investigation especially relevant. To address the research problem and to achieve the objectives, a quantitative research approach and descriptive research design were employed, with 113 teenage learners selected through a stratified technique from SHSS. The respondents in this survey provided feedback using a self-administered questionnaire with both closed-ended and open-ended questions, and the results were coded using the Statistical Package for Social Sciences (SPSS) software, version 3.0.0.0 (172) and presented in graphs and tables. The results indicated that teenagers spend at least 1-3 hours on social media per day, suggesting a significant level of engagement that could influence mental health outcomes. Furthermore, the study findings established that excessive use of social media can lead to diverse effects on the mental health of teenagers, including disrupted sleep patterns, difficulty in concentration or decision-making, feelings of nervousness or being tense and anxious, often because of stress. Additionally, a relatively small but significant portion of teenagers are affected by cyberbullying, also indicating the importance of addressing cyberbullying proactively, as it can have serious consequences for teenagers’ psychological well-being even if only a small number of teenagers is affected. The study also highlighted that although excessive use of social media can be associated with diverse negative effects, positive feelings of connection and support can also be found, which can be beneficial for their mental health. Moreover, the study found that learners from higher-income backgrounds often engage with a variety of platforms, which contributed to higher anxiety levels. Based on these findings, the research sought to add to the growing body of knowledge regarding social media use in South African high schools and provide practical recommendations, i.e. parents monitoring their kids screen time to assist in managing their social media usage and protecting their mental well-being. Abstract and text in English 2026-04-19T00:00:00Z https://ir.unisa.ac.za/handle/10500/32454 An intersectional analysis of early-career young cisgender women teachers’ experiences of learner-on-teacher violence Maake, Tshepo B; Kganya, Huma E Background: Learner-on-teacher violence is a growing global concern, and South African schools are not exempt from this issue. However, the specific experiences of early-career young cisgender women teachers remain underexplored, despite their heightened vulnerability at the intersection of sex, gender, age, physical appearance and structural factors such as inadequate institutional support. Objectives: This article presents an intersectional analysis of how intersecting identity markers, such as sex, gender and age, alongside physical appearance and structural vulnerabilities, shape the heightened susceptibility of early-career young cisgender women teachers to violence from male learners. Method: The study used qualitative research, conducting eight interviews with early-career young cisgender women teachers from secondary schools in Tshwane, Gauteng. Results: The findings show that young cisgender women teachers are especially vulnerable to male learner violence, influenced by a small age gap and patriarchal gender ideologies. This vulnerability impacts their psychological well-being, affecting their interactions with learners and the school environment. Conclusion: The intersection of sex, gender, age, physical appearance and structural vulnerabilities produces a distinct form of learner-on-teacher violence, underscoring the specific risks faced by early-career cisgender women teachers. This vulnerability requires targeted attention and intervention to protect them from male learner violence. Collaborative efforts from the Department of Education and schools are necessary to support and safeguard these teachers, especially in schools with a history of violence. Contribution: This study enhances our understanding of how male learner violence affects the teaching experiences and well-being of early-career young cisgender women teachers in secondary schools. Keywords: sex; gender; age; physical appearance; female teacher; male learner; secondary schools; violence; South Africa. 2025-08-28T00:00:00Z https://ir.unisa.ac.za/handle/10500/32453 Navigating Cisheteronormativity in Military and Police Training: Experiences of Black Gay Male Soldiers and Police Officers in South Africa Maake, Tshepo B The South African historical research proves that military training camps during apartheid were sites of cisheteronormativity, which recognised cisgender heterosexual men and informed the illtreatment of gay male recruits who were exposed to harsh conversion therapies. Due to limited research, little is known about gay male soldiers and police officers’ encounters with cisheteronormative occupational cultures in their training experiences post-1994. This study explores how cisheteronormativity manifests and shapes Black gay men’s negotiation of sexual identity disclosure, agency, and belonging in the male-dominated military and police training spaces. Through qualitative in-depth interviews with 24 Black gay soldiers and police officers who underwent police and military training, the study established that Black gay male soldiers and police officers are often propelled by cisheteronormative ideologies and occupational cultures in training spaces to carefully negotiate their sexual identities. The findings reveal that acceptance and tolerance in these contexts is conditional, often dependent on concealment, silence, or conformity, while disclosure and visibility risked exclusion but also enabled resistance and redefined belonging. The findings contribute to our knowledge of how cisheteronormative occupational cultures operate as oppressive forces, especially within the South African military and police training spaces, and how Black gay men’s agency challenges and destabilises them, exposing the fragility of hegemonic heterosexual masculinities. Consequently, I argue that it is necessary to challenge cisheteronormative ideologies and heteronormative male occupational cultures in order to promote and achieve the social inclusion and integration of Black gay men, in such military and police training spaces as explored in this study. 2026-01-25T00:00:00Z https://ir.unisa.ac.za/handle/10500/32452 Rural High School Learners’ Perceptions of Transitioning from High School to Higher Education Institutions (HEIs) in Mpumalanga, South Africa Bayane, Percyval; Pitsoane, Enid Manyaku; Masekoameng, Sheron Mathlatse This paper explores rural high school learners’ perceptions of transitioning to higher education institutions (HEIs) in Mpumalanga, South Africa. Drawing on data from focus group discussions and reflective essays conducted during a community engagement initiative, the study investigates high school learners’ expectations, meanings, and concerns about transitioning into tertiary education. Guided by the transition theory, the findings reveal that high school learners are aware of the academic demands of HEIs and view higher education as a pathway to social mobility. However, they also expressed concerns about financial challenges, limited preparedness, and social adjustment. The study highlights the importance of academic support, career guidance, mentorship, and financial assistance in enabling better transitions. By centering rural high school learners’ voices, the paper contributes to the literature on equitable access to higher education and the challenges rural learners face in navigating this critical shift. 2025-12-01T00:00:00Z