Exploring the support structures in place for learners who are survivors of school violence

Abstract

Many South African schools are branded by violence, gangsterism, substance abuse and general crime. The scourge of violence in schools is cause for concern, citing daily reports that appear in the written and electronic media about high levels of violence, physical and sexual abuse and gang-related activities in schools. The carrying of knives, guns and other weapons has become part of daily school life. What is of utmost concern, and what stands out is that violence is happening in a place that is intended to be a safe environment and a place of learning. These acts of violence in schools often start with learners who assault each other and then spread to attacks on teachers. One cannot over-emphasise the importance of schools, and how the schools are supposed to be safe places where effective teaching, learning and socialisation can take place in an environment that is safe for learners, teachers and non-teaching staff. In understanding violence in schools, the study undertakes to comprehend the characteristics that are embedded in violence and the support structures that are available for survivors. The primary aim of this study is to explore the support structures that can be employed to support learners who are survivors of school violence. Bronfenbrenner’s ecological model was used as a conceptual framework. Qualitative research design and phenomenology as a mode of enquiry were employed in this study. The experiences and perceptions of various school principals and teachers were elicited through the focus-group interviews, document review, and observations. Population comprised principals and teachers in five schools. Purposive sampling was used as a method of sample selection. iv The findings revealed that support is key, and lack of support can negatively impact on learners’ access to schools and academic achievement in many ways. Generally, because of lack of a structured support, culture in some of the schools and communities, breed an attitude of “you are on your own” among learners. It was also found that most learners who leave schools prematurely, through the fear of violence, do not report when they leave. The study recommended that support must be provided promptly, and parents, teachers as well as caregivers need to be capacitated in order to offer effective and efficient support.