Abstract
This study investigates educators’ perceptions of transphobic victimisation among learners in independent secondary schools in Johannesburg, Gauteng. Despite legislative frameworks in South Africa that aim to protect transgender individuals, the prevalence of transphobic victimisation in schools remains a significant concern. Using a qualitative, phenomenological approach, this study gathered data from educators in three independent secondary schools through open-ended structured questionnaires. Bronfenbrenner’s bioecological systems theory provided the framework for understanding how societal norms, school policies and individual interactions influence educators’ perceptions and behaviours towards transgender learners. Data were collected using open-ended structured questionnaires completed by educators from three independent secondary schools in Johannesburg, Gauteng, alongside field notes and observations to capture participants’ perceptions and experiences in their own words. The data revealed three major themes in educators’ perceptions of transphobic victimisation at the community level, school level and educator level. The first theme, the community level, highlighted how societal norms and religious beliefs affect the acceptance of transgender learners, with schools often reflecting broader conservative attitudes. The second theme, the school level, focused on policies and infrastructure, revealing progress in some schools with gender-neutral facilities but gaps in fully addressing transgender learners’ needs. The third theme, the educator level, showed varied perceptions, from neutral approaches to more proactive support, with challenges in handling both overt and subtle transphobic victimisation. Overall, the findings emphasise the need for clearer policies, educator training and stronger support systems for transgender learners.