Behind the case files - The psychological toll of investigating sexual and corporal abuse in South African schools

Oct 19, 2026

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This study explored the psychological toll experienced by SACE investigators responsible for handling cases of sexual and corporal abuse in schools in South Africa. Using a transformative paradigm and qualitative Participatory Action Learning and Action Research (PALAR) design, sixteen investigators across six provinces participated in semi-structured interviews. Thematic analysis identified seven interrelated themes, including vicarious and secondary trauma, systemic barriers, role overload, ethical dissonance, moral injury, and helplessness. Findings were intensified by insufficient psychosocial support and organizational inefficiencies. The study calls for systemic reforms.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Introduction

Investigating cases

Abstract and Study Approach

Qualitative PALAR design

Findings and Implications

Seven interrelated themes

Need for systemic reforms

International Journal of Studies in Psychology E-ISSN: 2710-2327, P-ISSN: 2710-2319 Vol. 6, No. 1, pp. 8-14. [https://doi.org/10.38140/ijspsy.v6i1.2392](https://doi.org/10.38140/ijspsy.v6i1.2392)[ ](https://doi.org/10.38140/ijspsy.v6i1.2392)GAERPSY Publishing, 2026 Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-No Derivatives (CC BY-NC-ND 4.0) licence. History of the article Submitted 30 August 2025 Revised 07 September 2025 Accepted 09 September 2025 Published 30 January 2026 Behind the case files: The psychological toll of investigating sexual and corporal abuse in South African schools 1Phumuzani Mpofu, 2✉Simangele Mayisela, 3Tuzana Sophethe, and 4Ella Mokgalane 1,2Department of Psychology, University of the Witwatersrand, South Africa 3.4Research Unit, South African Council of Educators, Centurion, South Africa Abstract—This study explored the psychological toll experienced by South African Council for Educators (SACE) investigators responsible for handling cases of sexual and corporal abuse in schools. Guided by a transformative research paradigm and employing a qualitative approach, the study adopted a Participatory Action Learning and Action Research (PALAR) design to foreground investigators’ lived experiences and co-generate actionable insights. Sixteen investigators (six females, ten males) from six provinces were purposively sampled for semi-structured interviews, which were transcribed and thematically analyzed using Braun and Clarke’s six-phase framework. Findings revealed profound psychological strain shaped by seven interrelated themes: threats to personal safety and security, vicarious trauma and emotional overload, secondary traumatization through repeated exposure to sensitive cases, systemic obstruction and lack of interdepartmental collaboration, role overload and professional burnout, ethical dissonance and moral injury, and helplessness resulting from inadequate training and dysfunctional institutional systems. These experiences were exacerbated by insufficient psychosocial support and organizational inefficiencies, often leaving investigators isolated, emotionally exhausted, and vulnerable to secondary traumatic stress and moral injury. The study highlights the urgent need for systemic reforms, including structured psychosocial support, formal debriefing, clear role delineation, interdepartmental coordination, and enhanced training in trauma-informed investigative practices. By amplifying the voices of an often-overlooked professional group, this research underscores the psychological risks inherent in child abuse investigations and advocates for organisational interventions that protect SACE investigators' well-being while strengthening accountability in school-based abuse cases. Keywords: Moral injury, Participatory action research, Psychological distress, SACE investigators, Secondary traumatic stress, Vicarious trauma To cite this article (APA): Mpofu, P., Mayisela, S., Sophethe, T., & Mokgalane, E. (2026). Behind the case files: The psychological toll of investigating sexual and corporal abuse in South African schools. International Journal of Studies in Psychology, 6(1), 8-14. [https://doi.org/10.38140/ijspsy.v6i1.2392](https://doi.org/10.38140/ijspsy.v6i1.2392) I. INTRODUCTION INVESTIGATING cases profoundly distressing of sexual and corporal abuse in schools is a and emotionally demanding responsibility, particularly within the South African context where such incidents remain alarmingly prevalent. South African schools continue to be sites of significant violations of children's rights, with both sexual abuse and corporal punishment persisting despite legal prohibitions. According to the South African Council for Educators (SACE) and the Department of Basic Education (DBE), thousands of allegations of educator misconduct involving physical and sexual abuse are reported annually (South African Council for Educat

FAQs

What was the focus of the study?

The study examined the psychological toll experienced by SACE investigators handling sexual and corporal abuse cases in South African schools.

How was the research conducted?

The research used a transformative paradigm with a qualitative Participatory Action Learning and Action Research (PALAR) design, based on semi-structured interviews with sixteen investigators.

What key psychological impacts did investigators experience?

Findings described profound strain across seven themes, including vicarious trauma, emotional overload, secondary traumatization, ethical dissonance and moral injury, and helplessness.

Oct 19, 2026

Uploaded by Aldword