This study investigates how learners and teachers in under-resourced South African schools near Cape Town experience and cope with ICT device theft. It also explores the factors influencing the use and non-use of ICT in classrooms due to persistent threats of ICT device theft, drawing on 15 semi-structured interviews, 30 qualitative surveys, and online sources sensitized by Protection Motivation Theory. Findings reveal significant psychological impacts due to perceived vulnerability and theft severity. Participants adopt coping mechanisms such as avoiding device use in public, using cheaper devices, incurring insurance costs, and relying on collective action and peer support to mitigate theft risks. Peer collaboration for device recovery reflects a community-oriented response. This research contributes to Sustainable Development and IS education literature by highlighting an underexplored barrier to digital education in developing contexts. It provides practical insights for policymakers and educational institutions implementing technology integration initiatives in high-risk, under-resourced communities.