This article explores the view of learner governors in school management in South Africa. The South African Schools Act No. 84 of 1996 stipulates that all public secondary schools in South Africa must have democratically elected Representative Councils of Learners (RCL). This Act was intended to foster collective decision-making in schools. Apart from a literature review on learner management, empirical study investigation based on quantitative research paradigm was used to collect data from learner governors on their role in school management. The findings highlighted the important functions of learner governors in schools and it is concluded by the submission that it is essential for schools to build the necessary frameworks and communication avenues for developing learner governors.

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The aim of this article is to explore the experiences of teachers on crisis counseling and intervention in rural schools in South Africa. Apart from a literature review on crisis counseling, intervention and prevention in schools, the article reports on a study in which empirical investigation based on quantitative research paradigm was used to collect data from rural school teachers. The literature findings revealed that crisis counseling and intervention is a critical component of school practice in many schools in South Africa. The study further on revealed that empirical findings elicited that education and training received by teachers are largely based on teaching and learning aspects and school management tasks only and no particular attention to crisis counseling, intervention and prevention is evident, yet teachers are expected to function as school-based crisis counselors and interveners in times of crises. The study is concluded by the submission that it is essential for teachers to be trained in crisis counseling and intervention.

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