Schools are embracing the use of information communication technologies in teaching and learning with learners having increased access and use of the internet. The cyberspace as a global phenomenon has, however, increasingly become host to pervasive forms of cyber threats and risks. Most marginalised schools tend to have limited resources to provide cybersafety knowledge and skills to ensure the cyber resilience and cybersafety of school stakeholders. Using the interpretive phenomological approach, this study seeks to explore the cybersecurity vulnerabilities faced by female learners in marginalised schools, focusing on the intersection of gender, socioeconomic status, and access to technology. The study employed a qualitative exploratory methodology using case studies of four schools located in marginalised schools in the Western Cape and Limpopo provinces of South Africa. We collected the data via semi structured interviews of various stakeholders in a school community including educators, learners, parents and social workers. We analysed the data using a deductive approach with themes derived from the data and literature. The findings suggest that whilst there are positive contributions to the use of information communication technologies in schools, the female learners face cyber threats and risks when using the internet. Learners receive limited support from the adults within the school environment due to stereotypes based on patriarchal system, victim blaming and the individualistic nature of the internet. The study proposes developing interventions and cybersafety awareness programs to empower the school community and female learners with the knowledge and skills necessary to navigate the cyberspace safely and responsibly to promote a more equitable and secure online environment.