Background: South Africa's primary school education system receives significant funding annually from public and private sources. Despite this, learners still grossly underperform. This means that learning interventions aimed at improving learning outcomes have been relatively unimpactful in primary schools. As such, it is crucial that we investigate why academic interventions have been relatively unable to turn the tide on poor academic performance. Aim: Although there are many reasons that limit the successful realisation of academic interventions in primary schools, this article argues that the problem is partly because of violence and trauma that result from the polyvictimisation of children. Children are exposed to and deal with historical, epistemic and interpersonal violence, making it difficult to learn. Setting: The article focusses on teaching and learning experiences in South African public primary schools. Methods: This critical analysis uses various sources, including programme evaluations and academic literature, to demonstrate how centring the psychosocial well-being of children in teaching and learning interventions is foundational to their efficacy and ultimate success. Results: By centring the learners' psychological position, academic interventions would be more efficient in realising their objectives. It may also curtail financial wastage. Conclusion: The psychosocial well-being of learners cannot be disregarded in learning interventions. Children who are traumatised are not capable of reaching their full academic potential. Contribution: This article contributes to the debates that advocate for the psychosocial support of primary school learners in South Africa as a conduit for improving learner outcomes.