This study explored the longitudinal dynamics of teacher violence and student wellbeing in rural Sierra Leone, West Africa. The participants, totalling 3,170 children, were cluster sampled from a large geographic area to ensure gender balance and representation from diverse linguistic backgrounds and religious affiliations. They were drawn from the Safe Learning study, which spanned over 5 years and involved 100 schools in rural Sierra Leone. Data collection took place in 4 waves from November 2018 to May 2021. Participants completed self-report questionnaires pertaining to psychological well-being and experiences of violence from teachers. The study employed a random intercept cross-lagged panel model (RICLPM) to examine the relationship between violence and mental health across waves. Across children, a positive relationship between teacher violence and student well-being was observed across time. However, for individual children, higher well-being predicted lower instances of violence, and viceversa, although to a weak extent. These findings highlight the complex interplay between violence and well-being within the cultural sample. These insights contribute to a deeper understanding of the social dynamics surrounding violence and well-being, informing targeted interventions and policy initiatives aimed at creating safer and healthier environments for at-risk populations.