This qualitative case study sought to explore out-of-school factors contributing towards the academic underachievement of vulnerable learners in some Lesotho high schools. The Maslow"s hierarchy of needs theory was the theoretical framework that coached the study. Empirical data were collected from one high school in Lesotho through in-depth interviews. The research participants included six purposively selected vulnerable learners. The data were analysed through Critical Discourse Analysis (CDA). The empirical data revealed several out-of-school factors contributing towards the academic underachievement of vulnerable learners in the studied school. The factors included poverty, health needs, rape, overcrowded accommodation, blame, separation, insecurity, unsafe sex and unintended pregnancy, among others. This study recommends that concerned education stakeholders offer adequate academic support to vulnerable learners. We also recommend the proper implementation of policies and plans meant to improve vulnerable learners" performance in schools.

This paper seeks to offer insights into the importance of school governing bodies (SGB) in the effective governance of public schools. The intention is to look in-depth, how SGBs are effective in school governance and professional management of the public schools as enshrined by the South African Schools' Act of 1996 (SASA). The paper further interrogates the role of women in school governance given that leadership and management are associated with the masculine gender. The paper adopted a desktop approach. Selected studies were used to ventilate how women are projected in the school governance matrix. Gender stereotypes of the apartheid era in South Africa have been implanted in the mind-set of many women and men. These distress their leadership performance in school circles. The paper submits that the school policies exemplified by the Constitution of South Africa and SASA offer appropriate guidance regarding how public entities such as the SGBs must execute their duties within the society. However, it is our contention that the role of women in the school management milieu is insignificant. The paper suggests ongoing capacity development workshops and training as vital in keeping up with the evolution of the education system. Women should be able to understand their roles and functions within the school and education system to make them more visible and efficient in any role. A collaborative approach (women's strength) advocates the importance of working particularly, alongside the school principals and to understand the principal's role in the SGB. Such approach shall enhance SGB's effectiveness and broaden women participation in school governance especially in South Africa.

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