A criminological investigation of learner-on-educator violence in three basic education districts in the City of Tshwane, South Africa

Abstract

Learner-on-educator violence has become a significant and escalating concern within the educational landscape, particularly in public secondary schools. This phenomenon not only disrupts the teaching environment but also has profound implications for the well-being and professional efficacy of educators. This study investigated learner-on-educator violence based on the lived experiences and perceptions of 23 educators. The research followed an explorative qualitative research approach where data were collected through semi-structured interviews. The participants were all employed as teachers in nine (9) public secondary schools in the City of Tshwane West, North and South Districts of the Gauteng Department of Basic Education. Educators who participated in this study reported that the most predominant type of learner-on-educator violence that occurred in the above-mentioned Districts was verbal attacks, followed by physical abuse and then cyberbullying. The participants revealed that learner-on-educator violence, as it took place in their specific places of employment, was a result of intersecting factors such as the family background (i.e., the lack of discipline by and disrespect of parents, violence in the family, absent or uninvolved parents; peer pressure; avoidance of homework; banishing of corporal punishment; gang involvement; substance abuse; and disregard of the school code of conduct. The research findings also revealed that victims of learner-on-educator violence are not only emotionally and physically affected, but their work is also impacted negatively. To cope with the constant stress of dealing with violent learners, the research participants stated that they used disengagement coping mechanisms such as resigned acceptance, financial motivation, and retirement. Of concern, the educators revealed that they were not aware of any support structures the Districts had put in place for victims of learner-on-teacher violence in their schools. The victims relied on collaborative collegial support structures such as informal counselling by the principal or a colleague. The participants lamented that learners, in their opinion, had more rights and received more support than the teachers. Based on the findings of the study, several recommendations are made. As explained by Bronfenbrenner’s ecological framework theory, a child’s behaviour is a result of his/her interactions with the actors within his/her mesosystem (i.e., the family, peers, community, school). Therefore, efforts to tackle violent learner behaviour should focus on utilising a whole-school or ecological approach that includes every actor in the child’s mesosystem, because “it takes a village to raise a child”. This is why a moral regeneration clarion call is made through this study for communities to go back to their roots where it truly took a village to raise a child; where the spirit of ubuntu, which promotes collectivism over individualism, was embraced; and where teachers at school were like parents in loco parentis. Also, preventative strategies aimed at reducing learner-on-educator violence should be approached through a human rights perspective, emphasising increased awareness, and understanding of all fundamental human rights. It is thus also important to teach learners that their rights should not infringe on the rights of their teachers, and that, while it is important to know their rights, they also need to exercise responsibility.