The focus of the study was to formulate a framework for managing socio-emotional development in the context of school violence.This enquiry was guided by the principles of the Transformative paradigm and PALAR methodology; the following aims and objectives: Identifying the need for an Afro-sensed framework for managing socio-emotional development; finding out the components of an Afro-sensed framework; exploring plausible conducive conditions for the implementation of an Afrosensed framework as well as outlining the best practices in managing socio-emotional development. Bricolage and Afro-sensed frameworks were used in the framing of the study, the two were used eclectically – Bricolage as the Theoretical framework and Afro-sensed as the Conceptual framework. A literature review was conducted on the challenges in managing school violence on a global scale thus justifying the need for an Afro-sensed framework for managing socio-emotional development; outlining the different components of an Afro-sensed framework; exploring plausible conducive conditions for the implementation of an Afro-sensed framework as well as outlining the best practices in managing socio-emotional development. Participatory Action Learning and Action Research was utilized for gathering empirical data, this activity was instrumental in identifying areas of focus for the study. Four Focus group discussions were formed using purposive sampling, each consisting of 10 co-researchers. Critical Discourse Analysis (CDA) was used to analyse transcripts for themes and to determine relationships of causality and determination between discursive practices, events and texts, and wider social and cultural structures, relationships and processes. Findings from the study suggests a link in the high prevalence of violence in communities where the schools were located and the current presentation of violence in these schools. Educators and learners were found to be equally vulnerable to bullying and victimization which rendered the schooling environment unsafe for teaching and learning. Results from this study also indicate a persistent sexual prejudice, marginalization and oppression in South African high schools and a deficiency in policies that are inclusive of LGBTQ+ learners. Recommendations were made for the DOE, stakeholders as well as policy makers; highlighting the need for improved Anti-bullying programmes, parental programs, advocacy programs and policies for educators and learners’ inclusivity as well as community involvement in safe keeping of the school. An Afro-sensed framework for socio-emotional development was formulated from literature and these findings.