Managing violence in rural secondary schools of KwaZulu-Natal: experiences of educators and learners

Abstract

This study explores the management of violence in schools, drawing inspiration from the National School Safety Policy Framework and personal experiences in rural secondary schools in KwaZulu-Natal. The study reveals that educators and learners in these schools work in environments that are not conducive for teaching and learning, leading to fear and fear-based violence. Factors contributing to school violence include social ills, lack of communication, anger issues, social media impact, and adolescent stage. Despite a drop in violent incidents, some learners and educators still face physical and emotional abuse but find it difficult to report cases due to fear. The researcher conducted a study on the experiences of teachers and learners in selected rural secondary schools in KwaZulu-Natal about school-based violence. The study used a questionnaire to gather biographical information and semi-structured interviews to understand the challenges educators and learners face. The data was analysed and interpreted to address the primary research questions: what are the experiences of teachers and learners in their schools about violence? The researcher also scrutinized relevant documents to identify factors contributing to school-based violence and proposed strategies for its management. The study emphasized the detrimental effects of school-based violence and the potential roles of various stakeholders. Recommendations for addressing violence in schools include security measures, policy implementation, and monitoring. Stakeholders should play their roles, including parent involvement, sports, and training educators to spot early signs of violence. The Department of Education should also create a monitoring tool and implement safety policies to address the violence. The research aims to encourage all stakeholders to be active in the education system and address the root causes of violence in schools.