Johnson, ZenaJacobs, SusanneVan Schalkwyk, Izanette2019-07-162019-07-162018Johnson, Z. et al. 2018. Perceptions of early adolescent Setswana-speaking learners of respect in the educator-learner relationship. Africa education reviews, 15(1):192-206. [https://doi.org/10.1080/18146627.2017.1282829]1814-66271753-5921 (Online)http://hdl.handle.net/10394/32888https://www.tandfonline.com/doi/abs/10.1080/18146627.2017.1282829https://doi.org/10.1080/18146627.2017.1282829This exploratory research focused on describing Setswana-speaking early adolescents’ perceptions of respect in educator-learner relationships in the South African context. A lack of mutual respect obstructs adolescents’ freedom to pursue personal goals in South Africa’s school communities. Adding to this incongruity is the isolating of relational well-being and academic excellence. A qualitative research paradigm, using a single exploratory case study design in an English primary public school in Johannesburg, Gauteng, was used. Ten learners, black Setswana-speaking South Africans, participated. Findings indicate that: (1) the need to belong is paramount to respect; (2) early adolescents need a “parent figure” modelling respect; (3) positive emotions facilitate respect when learners feel valued, and cared for; and (4) an educator who shows respect, ignites reciprocity, thus demonstrating respectful communication within a secure structure and encourages academic excellence. These experiences are indicative of a positive spiral toward flourishing educator-learner relationshipsenRelational well-beingEducator-learner relationshipRespectEarly adolescenceComplexity TheoryPartnershipsInterconnectivityArticle