Content area
Full text
Abstract
This qualitative study delves into the perceptions and experiences of learners and educators regarding bullying in selected schools in KwaZulu-Natal. This article is based on the constructivist paradigm and the qualitative research approach. Employing (n=37) in-depth interviews and (n=4) focus group discussions, the study provides a nuanced understanding of the complex dynamics of bullying and cyberbullying within the school environment. Despite numerous efforts by the South African government to expand the legislative framework aimed at addressing school-based bullying, the issue persists stubbornly. The study unearthed three primary themes: (1) bullying of lower-grade learners and teachers, (2) verbal bullying by teachers (3) cyberbullying. Findings indicated that with the increasing use of digital technologies, students are frequently subjected to online harassment, including threatening messages, rumouring, and social exclusion. This form of bullying extends beyond school grounds, making it difficult for victims to find respite and support. The findings highlight the pervasive and multifaceted nature of bullying in KwaZulu-Natal schools, emphasising the profound impact on the mental and emotional well-being of both learners and educators.
Keywords: bullying, community, educators, learners, school and school violence
1. Introduction
Violence in many South African schools is unacceptably high, but it is a fact that has become a pervasive problem in schools worldwide (Standing, 2005). Demographic and community factors that impact school safety are found particularly in South African township environments, epitomising the study area. Xaba (2006:566) claims that:
South African township schools are especially vulnerable to unsafe conditions and threats of violence due to, among other things, their location in and around informal settlements.
Blaine (2009:1) holds the view that the crisis in South African schools "...is reflected as [part of] the [many] crises in South African society". Widespread crime and violence in South Africa have spilt over into schools, and research has confirmed that internal and external factors contribute to the prevalence of violence in schools (Maphalala & Mabunda, 2014).
School violence is influenced by both internal and external factors, with its intensity often shaped by the school's location and the socio-economic context in which it is situated (Human Sciences Research Council, 2001). The causes of violence in schools are complex, multidimensional, and sometimes conflicting. External factors, such as the influence of outof-school youth and disadvantaged communities surrounding...