This article examines the subjective life experiences of racial minority Xhosa speakers and the factors that contribute to their continued poor academic performance in a previously Whites-only school in South Africa. Vygotskian sociocultural perspective in relation to creating a democratic educational system and Bronfenbrenner's biosystemic theory and his understanding of proximal processes inform the discussion within this article. To gain insight into the subjective life experiences of these learners, a qualitative methodology was implemented. Research methods included individual semi-structured interviews and one focus group interview. The participants were purposively selected as information-rich sources from grades 9 to 11 at the specific school. The findings indicated that poor academic performance of Xhosa learners as a racial and linguistic minority in a former Whites-only school is largely attributed to discriminatory attitudes from staff and peers which lead to feelings of inadequacy experienced by the respondents and their parents.

Happiness or well-being has received lots of popularity due to its significant impact on the long-term profitability and sustainability of organizations. Due to the growing importance of workplace happiness, this study aims to explore the relevant factors that support happiness at work. Based on the extensive literature, it was found that mindfulness, ethical leadership, psychological capital, workplace spirituality, and thriving at work are crucial for increasing happiness at work. Happiness at work fosters job satisfaction, work engagement, and organizational citizenship behavior. It reduces deleterious repercussions like turnover intention, stress, absenteeism, counterproductive work behaviors, etc., which further enhances smooth business processes. Hence, organizations must implement appropriate measurements and practices to ensure workers' well-being and happiness at work for better outcomes and a promising future for organizations.