Abstract
This study explored the experiences of learners who identified as gay in a high school in Gauteng East district. It utilised qualitative research approach with descriptive and exploratory case study design. The study utilised the social learning theory, antigay violence and queer theory to understand the deeper underlying causes of discrimination and its different forms using interpretative paradigm. Data were collected through in-depth interviews with participants who were located using purposive sampling method to access participants with lived experiences of gayism. A small sample of seven to eleven high school learners who identified as gay (typical for in-depth qualitative work). The following demographics were taken into consideration: residence area (Gauteng East areas); academic level (senior high school); age range (15–18 years old; Grades 10–12); culture includes diverse South African, including Black/African heritage amongst heteronormative standards and gender (male, with interest in gay men and females, with interest to gay women).Thematic analysis was used to guide data analysis in this study. The key findings are that learners who identified as gay experienced discrimination and abuse in the form of bullying, name calling, body shaming, lack of access to learning resources, and negative attitudes manifested from both their peers and teachers who referred to themselves as ‘straight’. This stigmatisation and abuse negatively impact their (gay students) learning. The study findings also show that heteronormativity both at school and in the local community resulted in persons with different sexual orientation being viewed as deviant and thus excluded by those who referred to themselves as ‘straight’ by normative standards. The findings also shows that homophobic bullying causes absenteeism, mental health problems (such as anxiety and depression), and dropouts suggest that in order to close the gaps between South Africa's progressive laws and the realities of schools, there is an urgent need for inclusive policies, anti-bullying enforcement, and teacher training.This study recommends the school to have awareness campaigns in order to educate those who are ‘straight’ about the LGBTQI+ community at the school and in the community within which the school is located. This was a single study within a single school in the Gauteng East district.