This study explores high school teachers' perspectives on the prevalence of school violence within a selected high school in Mthatha, Eastern Cape, focusing on bullying, substance abuse, and gang-related activities. Guided by social disorganisation theory and an interpretive paradigm, the study utilised a qualitative approach and purposive sampling to select eight teachers with at least three years of teaching experience. Data were collected through semi-structured interviews and analysed thematically to identify key patterns and insights. The findings reveal that bullying, substance abuse, and gang involvement are pervasive issues significantly impacting students' academic performance, emotional well-being, and school climate. Teachers highlighted the psychological and social consequences of school violence, including fear, anxiety, and disengagement, alongside the socioeconomic factors perpetuating these behaviours. The study underscores the urgent need for school social work interventions, including employing school social workers, implementing anti-violence initiatives, strengthening safety committees, and engaging community stakeholders. This research contributes to the growing discourse on school violence in South Africa, emphasising the critical role of school social workers in addressing psycho-social challenges faced by students in schools and nurturing safe, inclusive learning environments. The study's recommendations offer a foundation for targeted policies and practices to reduce violence and improve student outcomes.