# School travel experiences of learners in rural areas: the case of Mt Elias, KwaZulu-Natal

## TL;DR

This study explores the difficult school travel experiences of rural learners in Mt Elias, KwaZulu-Natal, highlighting how poor infrastructure and environmental hazards affect their education.

## Contribution

The study provides a qualitative insight into transport inequities and injustices faced by rural learners in South Africa.

## Key findings

- Learners in Mt Elias often walk long distances to school, facing environmental and safety hazards.
- Transport challenges contribute to fatigue, lateness, and reduced school engagement.
- The study identifies distributive, recognitional, and procedural injustices in transport planning.

## Abstract

In South Africa, the right to basic education is constitutionally protected; however, learners in geographically marginalized communities continue to face severe mobility constraints that undermine school attendance, safety, and engagement. The purpose of the study was to understand the daily school travel experiences of learners in the rural community of Mt. Elias, KwaZulu-Natal.

A qualitative, exploratory design was used to address the research questions. Twenty-three Grade 6 and 7 learners from Mt Elias participated in this study. Mt Elias is a rural area characterized by dispersed settlements, steep valleys, and limited transport infrastructure.

Learners predominantly walk all the way to and from school. While some learners live nearby schools, those who live deep in the valley of Mt. Elias walk long distances, often over an hour and frequently starting their journeys before dawn. Transport options for commuting to and from school were limited. Environmental hazards included bushy paths, isolated routes, graveyards, animals, and muddy or slippery roads during the rainy season. These conditions contributed to fatigue, lateness, absenteeism, and reduced school engagement.

The challenges identified by learners are multifaceted, involving physical, economic, environmental, and emotional hardships. From a transport equity perspective, the study highlighted critical issues of distributive injustice in the uneven allocation of transport services; recognitional injustice in the limited attention to local realities and gendered risks; and procedural injustice in the exclusion of learners and caregivers from transport planning. Addressing these layered inequalities requires not only infrastructure investment, but also responsive, participatory, and context-sensitive policies that center the voices of rural communities.