This study focuses on the role of discipline in the establishment and maintenance of a safe school environment for learners and educators. In a mainly qualitative investigation, empirical data from four primary schools and five high schools in the East London Region of the Eastern Cape Province were collected by means of individual interviews and questionnaires. Historico-legal research also formed part of the literature review, thus law reports and articles from South Africa and other countries were included as part of the research process. This was done to shed light on the legal consequences of school violence and discipline, affecting the safe learning environment of learners. Perceptions of educators and learners in the selected schools regarding discipline and violence at their schools were collected by means of a survey. Three hundred and thirty questionnaires were completed by learners from the selected schools, and nine interviews were conducted with either the principal or a member of the senior management team of each school. The researcher also conducted further in-depth interviews with twenty learners from four schools (two primary and two high schools). These data were analysed in accordance with accepted procedures for qualitative data processing. The data revealed that a culture of violence exists in these schools, and that corporal punishment is still practised. Learners’ perceptions on safety and discipline at their schools revealed that bullying persists, especially when there is no teacher supervision. Participating educators’ experiences suggested the need for promoting positive discipline, and creating a safe learning environment for all, by involving parents in the education process and involving them in drawing up a code of conduct for the school.

This research was undertaken from an ecosystemic perspective and aimed to explore how male adolescents from diverse racial and cultural groups experienced violence in an urban, private, secondary school in KwaZulu-Natal. The first part of the dissertation consists of a brief introductory overview of the study incorporating background and aim of the research, problem statement, clarification of terminology, research methodology and course of study. A comprehensive literature review, encompassing detailed explanations of the ecosystemic perspective, incorporates a study of violence and its multiple facets, components and interacting contributory systems. Furthermore, a specific rationalization of South African violence and male adolescent violence in South African secondary schools is analytically unpacked. In line with the researcher's epistemology, the methodology utilised was qualitative in nature and the phenomenological interview technique was employed to explore the experiences of male adolescents between the ages of 13 and 19 years. The responses of the participants were subjected to a thematic analysis. The imperative themes that emerged from the data analysis procedure are outlined in the results chapter and it is apparent from the responses of the participants that issues of masculinity, gender-role socialisation, male identity formation and peer pressure are significant contributory factors influencing the prevalence of violence in South African secondary schools. The results are therefore discussed with reference to the literature review and expressly associated with the South African context. Finally a conclusion is offered together with reflections of the researcher and recommendations for educators. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2005.

This correlation study investigated the relationship between Africentric values (Collective work and Responsibility, Cooperative Economics and Self determination) as measured by the Children’s Africentric Value Scale (CAVS) (Belgrave, Townsend, Cherry, & Cunningham, 1997) and attitudes towards violence reflected by Culture of Violence and Reactive Violence as measured by the Attitudes Towards Violence Scale: A Measure for adolescents (Funk, Elliot, Urman, Flores, & Mock, 1999) with a sample of 200 secondary school learners in Pietermaritzburg, KwaZulu Natal. There was no statistically significant relationship between the aforementioned Africentric values and attitudes towards violence. Gender was found to be a predictor of Reactive Violence with male participants being more prone to endorse reactive violence. Recommendations for school violence interventions based on Africentric values were also provided and discussed in this study. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

Thesis (MScPsy)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The phenomenon of violence is an all-too-common experience for many people around the world. In South Africa the legacy of a system of institutionalised violence has influenced the fabric of this society. The consequences of violence on South African youth are of major concern for the country's future. This research examines the types and contexts of exposure to violence and the types of self-reported aggression in a sample of 426 adolescent learners from three schools in the Stellenbosch District. The role of gender in mediating the type and the location of violence exposure and aggressive behaviour is also explored in this study. A questionnaire consisting of modified versions of the Screen for Adolescent Violence Exposure (SAVE) and the Aggression Questionnaire (AQ) was administered to 187 male and 239 female adolescents from three schools. The sample reported being exposed to moderately high levels of indirect violence in their community. This exposure was significantly correlated to high levels of self-reported aggression. Results from the Analyses of Variance indicated that females were exposed to more physical/verbal abuse at home, while males more frequently witnessed traumatic violence at school and in the community. The learners reported high levels of aggression, particularly with regard to physical aggression, verbal aggression and hostility. From these observations, females were found to be more hostile, while males demonstrated higher levels of physical aggression. Analysis of the gender differences suggested that males were more likely to display verbal aggression when exposed to violence, while females' exposure to physical/verbal abuse at school appeared to increase their levels of anger. The findings from this study indicate that adolescents exposed to high levels of violence are at risk of presenting with elevated levels of aggression. Efforts need to be made to reduce the levels of exposure to violence and adolescents' levels of aggression. It is suggested that adolescents be taught prosocial skills with regard to conflict situations. / AFRIKAANSE OPSOMMING: Geweld is vir baie mense dwarsoor die wêreld 'n alledaagse verskynsel. Die stelsel van geinstitusionaliseerde geweld in Suid-Afrika het die wese van die samelewing beinvloed. Die gevolge van geweld op die Suid-Afrikaanse jeug is vir die land se toekoms kommerwekkend. Hierdie studie ondersoek die tipes en inhoud van blootstelling aan geweld, die tipes van selferkende aggressie en die verband tussen blootstelling en aggressie. Die studie ondersoek ook die rol van geslag in die blootstelling aan geweld, asook dié van aggressiewe gedrag. Die ondersoekgroep was 'n groep van 426 adolessente leerders van drie skole in die Stellenbosch Distrik. 'n Vraelys, bestaande uit aangepaste weergawes van die "Screen for Adolescent Violent Exposure (SAVE)" (Hastings & Kelley, 1997) en die "Aggression Questionnaire (AQ)" (Buss & Perry, 1992) is gebruik om 187 manlike en 239 vroulike adolessente by die drie skole te toets. Daar is gevind dat die ondersoekgroep blootgestel was aan redelike hoë vlakke van indirekte geweld in hulle gemeenskap wat beduidend korreleer met hul hoë selferkende aggressie. Resultate van die variansie-ontleding wys dat meisies meer blootgestel is aan fisiese/verbale geweld tuis, terwyl seuns weer meer dikwels getuies van traumatiese geweld by die skool en in die gemeenskap was. Die leerders het hoë vlakke van aggressie, veral fisiese aggressie, verbale aggressie en vyandigheid gerapporteer. Van die bevindings kan afgelei word dat meisies meer vyandig is, terwyl seuns weer hoër vlakke van fisiese aggressie geopenbaar het. Analise van die geslags verskille dui aan dat seuns meer geneig is tot verbale aggressie wanneer hulle aan geweld blootgestel word, terwyl meisies meer geneig is tot woede wanneer hulle aan fisiese of verba Ie geweld by die skool blootgestel word. Die bevindings dui aan dat adolessente wat blootgestel word aan hoë vlakke van geweld geneig is tot hoë vlakke van aggressie. Pogings behoort aangewend te word om geweld en die vlakke van aggressie verminder. Daar word aanbeveel dat adolessente sosiale vaardighede geleer moet word om konfliksituasies beter te kan hanteer.

A Master’s Thesis submitted to the Faculty of Humanities, School of Human and Community Development, Discipline of Psychology, for the Degree of Master of Education (Educational Psychology), University of the Witwatersrand, Johannesburg, July 2017. / Bullying is a problematic phenomenon in South African schools, affecting victims and bullies in various ways. These can have far reaching consequences that can last for years. This research sought to investigate bullying in rural schools. It sought to investigate the existence of bullying in rural schools and to explore the nature of bullying in rural schools, with regards to gender. Using a cross-sectional survey research design, 200 learners from high schools in the Eastern Cape completed the Olweus Bully/Victim Questionnaire. Data obtained from the participants was analysed using Chi-Square Test of Independence for each question in the questionnaire. The results confirmed the existence of bullying in rural schools. All three forms of bullying (physical, verbal, psychological bullying) and cyberbullying were present in the schools. Both boys and girls are experiencing bullying. The implications of this study include feelings of a lack of safety in the school environment, which will invariably affect learners’ academic and social progress. As such, more interventions should be designed to combat adverse effects of bullying. / XL2018

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts in Social Work in the field of Occupational Social Work, September 2017 / School violence over the years has been on an increase. It has been particularly known and researched that learners have been affected by such a persistent phenomenon (Burton & Leoschut, 2013). Notably, teachers themselves are increasingly becoming victims of school violence. It has been said that much of the school violence stems from the violent nature of society; violence in society being complex in nature (Mncube & Harber, 2012). Limited research has been directed towards exploring victimisation of teachers by their learners, hence the interest in the topic. In order for one to gain knowledge and insight in this topic, the qualitative approach and a case study design was used. The unit of analysis consisted of 5 high school teachers within the Johannesburg South Region. Snowballing, which is a type of non – probability sampling was used to identify participants. A semi – structured interview scheduled was used as a data gathering tool, during the face – to face interviews. The thematic content analysis was used to analyse the data collected, so as to find common themes and topics relevant to the study. As predicted, the study helped in gaining insights in understanding the consequences of school violence and bullying on teachers. It helped in understanding teachers’ experiences of school violence and the consequences it has in the workplace. Additionally, it assisted in gaining insight on what may contribute towards the creation of a healthier work environment. / XL2018

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology), 2017 / The growing epidemic of bullying is one that warrants urgent deference. When considering the repercussions of this issue in the South African context specifically, it is essential that a high level of criticality is taken into account. This is mainly due to South Africa’s rich historical background and the country’s urgency to protect and respect the basic human rights of all individuals in the country (Centre for Justice and Crime Prevention; and the Department of Basic Education, 2012). According to our Bill of Rights, “everyone has the right to be free from all forms of violence, on the part of either the government or other sources; not to be tortured in any way; and not to be treated or punished in a cruel, inhuman or degrading way” (CJCP & DBE, 2012). Any act or behaviour which goes against these essential human rights thus results in grave ramifications such as the infringement of human rights. The purpose of this study was thus to investigate the prevalence, nature, and intervention surrounding the issue of bullying in South African high schools. More specifically, this study aimed to explore the possible differences between the prevalence, nature, and intervention in government/public and private high schools. In addition, the possible differences between gender and the issue of bullying were further investigated. The study employed the Revised Olweus Bully/Victim Questionnaire in order to find possible associations between the two independent variables (type of school and gender); and the issue of bullying. The total sample comprised of 358 grade eight to eleven learners from one private school and one government school in Johannesburg. The statistical analyses were done by means of frequencies and cross-tabulations using the chi-square statistical test with school type and gender as independent variables. The overall results on the prevalence of bullying indicate that 27.7% of high school learners have experienced bullying in school. Neither the type of school nor the gender of the learner was found to have a significant impact on the prevalence of bullying. In addition, the current study found that verbal bullying is most commonly experienced by the learners, followed by social bullying. Common areas for bullying behaviour are the playground and the classroom (with and without the teacher present). Boys have been found to partake, as well, as experience bullying more than girls. Teacher and learner intervention are commonly reported, whereas adult intervention is not seen as a means of support for learners. / XL2018

D. Tech. Education / Safety and security in schools is not only a South African issue, but a global challenge too. Learners and educators are assaulted and killed on school premises in the province despite the presence of a plethora of educational legislation. This study investigates how safety and security is managed in schools in the Province of KwaZulu-Natal.

M. Tech. Education / This ethnographic study investigated the nature of bullying in selected primary schools in the Pretoria inner city as experienced by learners, parents, teachers and principals. A review of the existing literature formed the basis for the offered description of the phenomenon. The work examined concise definitions of bullying, including the existence of bullying, the effects of bullying, the perceptions of learners who are bullied, the frequency of bullying, the School Management Team's reaction to incidents of bullying, the school policy on bullying, teachers' experience of bullying of learners, the parents' experiences of bullying of their children and how other countries handle bullying. The research describes various forms of bullying, reasons for bullying, the effects of bullying and measures against bullying.

A plenitude of media and research reports suggest that aggressive behaviour amongst the youth is becoming more confrontational, violent and common place. Factors spawning violence in schools are numerous and complex and include socio-economic and political inequities. This study not only reflects on the nature and scope of violence in schools, but focuses specifically on teachers as victims of violence. A broad based definition of violence has been used to include both insidious and physical forms of violence against teachers. In the first phase of data collection, the quantitative method was used to gather information via questionnaires. In the second phase, narrative stories were developed from semi-structured interviews using the qualitative methodology. Both these methodologies have been used in a complementary manner to give depth and enhance the meaning of the data. The analysis indicates that the prominence and pervasiveness of violence against teachers is staggering. The absence of effective structures, mechanisms and policies to stem the tide of violence has further aggravated the problem. The potential for conflict within the school context is underpinned by tension created by transient values. The youth do not have a core set of values that give direction to the decisions that they make. The consequence of this gap is unpacked in the "Core Values-Vacuum (CV2) Theory" that has been proposed in an attempt to understand violence in schools. The study concludes with the idea that there is no single factor that can explain violence in schools. However, the major causes and impact of violence identified provides a foundation for the conceptualisation of future safety and security initiatives in schools. / Theses (Ph.D.) - University of KwaZulu-Natal, Durban, 2006.