Victims’ experiences of learner challenging behaviour in primary schools in Phoenix, South Africa

Julie Shantone Rubbi Nunan

doi:10.15700/saje.v38ns1a1649

Julie Shantone Rubbi Nunan

Open Access

https://doi.org/10.15700/saje.v38ns1a1649

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Abstract

Victims’ experiences of learner challenging behaviour in South African primary schools are an ongoing problem that is cause for concern, where additionally, the parents of the perpetrators are unapologetic, and defending their wrongdoing. In this scenario, there is little teachers can do to address ill-disciplined learners. In effect, teacher helplessness has further intensified the problem in primary schools. To establish the way in which the victims experience challenging behaviour, face-to-face semi-structured interviews were conducted with a sample of six learners ( N = 6). Results indicate that the victims continuously suffer at the hands, and indeed the feet, of violent learners. Furthermore, as their cries go unheard, the problem remains persistent. Since schools have been failing to respond effectively to learner challenging behaviour, this article recommends immediate intervention by the Department of Basic Education (DBE) to offer a more constructive solution to this problem, one that will effect change and offer relief and protection to the victims. The article concludes that victims continue to suffer, with little or no safeguarding from teachers. Future research ought to include the role of teachers in safeguarding learners against learner victimisation and challenging behaviour in primary schools. Keywords: behaviour; experiences; fear; impact; learner wellbeing; primary schools; victims

Highlights

Introduction and BackgroundChallenging behaviour in primary schools is a phenomenon that many South African teachers are all too familiar with
Since qualitative research is more evolving in nature, the focus of the research is placed here on the victims’ lived experiences of learner challenging behaviour in the natural school environment (Leedy & Ormrod, 2005; Neuman, 2011)
Data Collection and Analysis This article translates from a larger case study conducted at three primary schools in Phoenix, South Africa, and reports on the victims’ experiences of learner challenging behaviour

Summary

Introduction

Challenging behaviour in primary schools is a phenomenon that many South African teachers are all too familiar with. Since their hands are tied, it has subsequently become difficult for teachers to address and manage ill-disciplined learners (Naong, 2007). As the learners’ behaviours grow more challenging, so to do teachers’ concerns grow increasingly grave. This phenomenon, is not peculiar to South African teachers alone, as learner indiscipline is a problem that affects teachers internationally (Botha, 2014; Marais & Meier, 2010; Mncube & Harber, 2013; Naong, 2007). Given that learner challenging behaviour is an international problem (Mncube & Harber, 2013), learners abroad may be interested to know that their behaviour may be no different to that of learners in South African schools, and if these behaviours were to continue or in any way escalate, education in schools abroad may be compromised and at risk

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Conclusion