Abstract
Current literature suggesting the negative impact of childhood experiences of sexual abuse on school functioning makes it imperative to consider the role of the teacher in helping survivors overcome the negative impact of such experiences. Schools cannot ignore the reason why some learners cannot learn. This article presents the findings of a qualitative study that investigated both the school functioning of sexually abused learners and teachers' roles in helping learners overcome the negative impact of such experiences. The study followed in-depth interviews with 22 sexually abused learners and focus interviewing with two groups of teachers. Six roles were identified by both learners with childhood experiences of sexual abuse and the teachers namely: identifying sexually abused learners; providing support; building trusting relationships; ensuring security; offering preventive and treatment programs and making referrals. The study also provides information about factors that could undermine the educator's role in this matter.
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