As a signatory to the United Nations, South Africa is obliged to ensure that all children have access to quality education. The reality though is that there are many barriers which make access to education difficult if not impossible. School violence, an escalating worldwide phenomenon, is widely cited as one of the challenges that are faced by schools. The problem, as research has shown, is most prevalent and disruptive in poor communities. Many teachers are reportedly leaving the profession because they fear school violence or after being victims of violent attacks in their schools. In this article we demonstrate that violence in schools can have a debilitating effect on teachers as experienced by a case of two teachers. An interpretative phenomenological design was used to examine closely the participants' experiences of school violence. The study was framed around the concepts of care and support in order to understand how sustainable development goals 3 (good health and wellbeing) and 4 (quality education) in relation to teachers' health are important pillars for inclusive teaching-learning environments for all school members. Data was collected through narratives which were thematically analysed. The findings reveal that school violence has a negative impact on the general wellbeing of teachers and can produce what we call narratives of disillusionment.