Voices from the classroom: Exploring COVID-19 vaccine perceptions among teachers and adolescent learners in the Western Cape, South Africa.

This study explored COVID-19 vaccine perceptions among secondary-school teachers and late-adolescent learners in the Western Cape, South Africa. Semi-structured interviews were conducted with 12 teachers (mean age = 43.4 years) and 23 learners (mean age = 18.6 years) from seven public schools. Data were analysed using reflexive thematic analysis. Vaccine perceptions emerged as dynamic, often contradictory, and shaped by fear, mistrust, faith, mandates, social influence and the evolving pandemic context. Although teachers and learners described many shared influences, occupational role, developmental stage and changing pandemic conditions shaped how these influences were experienced. Interpreted through the 5C model of vaccine hesitancy, the findings demonstrate that vaccine perceptions were negotiated within relational and institutional contexts, distinguishing vaccine uptake from vaccine acceptance. These findings contextualise the application of the 5C model within South African secondary schools and highlight the importance of contextually grounded, developmentally sensitive approaches to school-based vaccine communication.