Building resilience in support of suspended learners

Abstract

Consistent with research on alternative forms of discipline, out of school suspension seems to be amongst the traditional management practices that succeed "gun free zone" and "zero tolerance policy" corporal punishment. Research has shown that the number of learners suspended, particularly those in South Africa Township schools, is increasing with minimal efforts to support them; learners are faced by risks and they are not understood by adults who care for them. These learners are viewed as problematic, challenging and troublesome. They are subjected to unequal discipline practices (Bradley & Renzulli, 2011), irrespective of the differences in their adversities. Out of school suspension has been found to disadvantage learners in various ways: they are academically deprived and this put them at risk of being kept back in a grade; they are left with feelings of isolation and discrimination as well as thoughts of dropping out of school; and there is a high risk of becoming involved in the juvenile justice system. The aim of this study was to explore, understand and describe the internal and external tensions experienced by suspended learners who have been identified with behaviour problems by reviewing the relevant available literature and through empirical research. The study also aimed to develop a feasible framework that could support suspended learners. A qualitative research design and phenomenology as a mode of enquiry were used in this study. The constructs of strength-based perspective and resilience thought to be relevant to the study were considered. The researcher agreed with the views of Saleeby (1996) and Ungar (2008) who focus on individuals' strengths and assets not on content. They shift the frame of reference to define issues and concentrate on identifying, mobilising, and honouring the resources, assets, wisdom and knowledge of every individual, family, school and community. The findings resulted in the emergence of seven themes. Some unique contextual findings were discovered and they were supported by the existing literature. Clinical implications, limitations and ideas for future research were also discussed. The proposed new paradigm takes into consideration an alignment of strengths, competencies and contributions with resources and support in the environment to maximize resilience development in suspended learners.