Risky Learning Spaces: The Impact of Environmental Hazards on Teaching and Learning in Rural Eastern Cape Secondary Schools, South Africa

Abstract

The South African Constitution enshrines the right of every individual to an environment that is not harmful to their health or well-being. This right ensures learners and educators operate within safe, secure, and health-promoting school environments. Despite this legal guarantee, many rural secondary schools in the Eastern Cape, South Africa, continue to face significant environmental hazards and safety-related challenges. Hence, this paper explores how these risks impact the quality of teaching and learning in such settings. Adopting a qualitative research design grounded in an interpretivist paradigm, data were gathered from four principals, four teachers, and eight learners selected through purposive sampling across four rural schools. Semi-structured interviews were conducted, and data were thematically analysed using NVivo version 10. The findings highlight widespread issues such as violence, deteriorating infrastructure, and the absence of adequate safety measures, factors that vary in severity but collectively undermine educational effectiveness. These hazards not only disrupt pedagogical processes but also violate the fundamental rights of learners and educators. The study advocates for the adoption of a zero-tolerance policy toward school-based risks and calls for strengthened collaboration between schools and local communities to cultivate safer, more supportive learning environments.