Experiences of Boy Learners in a Single-Sex High School in Eswatini: A Guidance and Counselling Perspective

Abstract

Abstract 

This study explored the lived experiences of boy learners in a single-sex high school in the Manzini region of Eswatini. Particular attention was given to how the absence of structured guidance and counselling services affects their emotional and psychosocial well-being. It sought to understand how masculine norms and school culture shape the boys’ emotional expression, identity development and engagement with counselling support. A qualitative phenomenological design within the interpretivist paradigm was employed. Ten boys aged 14–18 were purposively selected from Forms 3–5. Data were collected through semi-structured interviews and focus group discussions, and then analysed thematically using Braun and Clarke’s (2012) approach.

Findings: Four major themes emerged which include personal growth and discipline; pressures of masculinity; emotional suppression and support needs; and resilience through brotherhood. The study found that while single-sex schooling promotes discipline and unity, it also reinforces restrictive masculine expectations that discourage emotional openness and help-seeking behaviour. The absence of gender-sensitive counselling services limits boys’ access to psychosocial support, leading to emotional strain. Grounded in equity feminism (Sommers, 2000) and Kivel’s (1999) man in the box model, the study demonstrates that effective guidance and counselling in boys’ schools requires challenging traditional masculine ideologies and integrating gender-sensitive approaches. It recommends policy reforms that institutionalise structured counselling in single-sex schools, teacher training in gender-responsive guidance and peer mentorship programmes that foster positive masculinity and emotional resilience.