Abstract
One of the most common yet overlooked kinds of child abuse is child neglect, which frequently leaves learners suffering from long-term emotional and psychological stress. Teachers are essential in recognising and helping children impacted by such experiences because they are frontline experts in the educational system. Using a trauma-informed framework, this study investigated the experiences of Alexandra Township primary school teachers in helping students who have been exposed to trauma caused by neglect. A qualitative research design was used, and data was collected through semi-structured interviews with primary school teachers who volunteered to participate in the study. The data was analysed using thematic analysis, which revealed four main themes: recognising signs of neglect, emotional impact on teachers, barriers to support and trauma-informed practices. The findings showed that although teachers are frequently able to identify behavioural and emotional signs of neglect, they encounter considerable difficulties because of poor institutional support, a lack of resources and a lack of training. Despite these difficulties, teachers showed compassion, determination and the application of informal trauma-informed techniques to establish secure and supportive learning environments. The study results in the conclusion that although teachers are essential in helping neglected and traumatised learners, formal trauma-informed training, policy support and cross-disciplinary collaboration are crucial in enhancing their ability to respond effectively.