Abstract
ABSTRACT The aim of this study was to discuss issues of school-based violence and how some secondary schools have been able to achieve relative peace. Framed by the Integrative Peace Theory, the study provided answers to three research questions. The qualitative research design was employed, and data was collected with semi-structured interviews and focus group discussions. Participants were comprised of learners, teachers, principals, and a project manager of a non-governmental organization. A thematic content analysis with an iterative process was employed for analysis of data collected. Findings revealed that there is a reduction in reported cases of school violence and three basic strategies were found to be employed by schools to ensure relative peace and a reduction in school-based violence. Time constraints and societal influence were found to be the potential barriers for effective peace education and sustenance of peace in secondary schools. Based on the findings, appropriate recommendations were offered.
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