The psychological impact of school shootings can continue long after the gunfire has stopped, with repeated violence creating a climate of fear that can affect pupils’ attendance, concentration, academic performance and sense of safety.
This is according to Khanyisile Nene, a lecturer in the Discipline of Clinical Psychology at the University of KwaZulu-Natal.
Nene warned that pupils exposed to such incidents can experience trauma that affects not only their emotional wellbeing but the functioning of an entire school community.
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Her warning comes amid a series of shootings involving pupils in KwaZulu-Natal, including incidents in which pupils have been killed and others seriously injured at school and on their way there.
Nene said such violence shatters a learner’s belief that school is a safe place.
“Pupils may experience intense fear, helplessness, shock, grief or guilt, particularly if someone they know is injured or killed,” she said.
In the immediate aftermath, pupils may experience nightmares, intrusive memories, irritability, tearfulness and difficulty concentrating.
Some may develop headaches or stomach aches, while others may become fearful of returning to school.
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Younger children may become unusually clingy or display behavioural regression, while adolescents may withdraw, become angry, take risks or attempt to hide their distress.
However, Nene cautioned that not every pupil exposed to violence would develop post-traumatic stress disorder.
The impact can depend a pupil’s age, how close they were to the incident, previous exposure to trauma, the support available at home and how the school responds.
“Nevertheless, all affected learners should be monitored and given access to appropriate support,” she said.
For pupils who repeatedly encounter violence, the effects can extend beyond fear immediately after a shooting.
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Nene said repeated incidents could create a climate of chronic fear, with pupils avoiding school, arriving late, remaining absent after an incident or struggling to participate fully in lessons.
Parents, too, may decide to keep their children at home because they fear for their safety. The trauma can also interfere directly with learning.
“Trauma affects attention, memory, emotional regulation and sleep, all of which are essential for learning,” Nene said.
She said a pupil who is constantly scanning their surroundings for danger has fewer psychological resources available to concentrate, process new information and remember what has been taught.
This can result in declining academic performance, behavioural difficulties and disengagement from school.
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The consequences, she said, could ultimately extend beyond individual pupils. Repeated exposure to violence may normalise violence or leave pupils believing that adults and institutions are unable to protect them.
“Over time, this can damage trust, belonging and hope for the future,” Nene said.
Nene said schools should have a co-ordinated, trauma-informed response following violent incidents, with support extending beyond pupils to teachers, support staff and families.
The immediate priorities should include restoring physical safety, providing accurate and age-appropriate information, reconnecting pupils with trusted adults and identifying those who require urgent psychological or psychiatric intervention.
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Schools should also have clear referral pathways involving school-based support teams, district services, mental-health professionals and relevant health and social-development services.
But the response should not end with a once-off counselling session.
“Pupils should be monitored over time because some difficulties may emerge days or weeks later,” she said.
Schools should provide practical classroom support, flexible academic arrangements where necessary and opportunities for pupils to express themselves safely.
Nene also cautioned against forcing pupils to recount traumatic experiences before they are ready.The response, she said, should be sensitive, confidential and culturally appropriate.
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Pupils showing persistent trauma symptoms, severe withdrawal, marked behavioural changes, suicidal thoughts or an inability to function should be referred for specialised assessment and treatment.
