Dimensions of Dealing with School Violence and Disruption in Primary Schools: Perspectives from South African Teachers

Abstract

Violence and aggression in South African primary schools present significant challenges for both teachers and learners. This qualitative study explored how 178 foundation phase teachers from 31 primary schools across three provinces in South Africa, namely, Gauteng, KwaZulu-Natal and the Western Cape, manage school violence and disruption daily. Using focus-group interviews, the research examined strategies that can help manage violent and disruptive behaviour. The data were analysed through Rahim’s model of conflict management, which was also the study’s theoretical framework. The findings revealed that teachers predominantly utilised integrating strategies, followed by obliging strategies. Teachers also employed various other techniques, such as providing emotional regulation support, collaborative problem-solving, positive reinforcement, and referral to specialists. The results indicate that, although teachers demonstrate resourcefulness in managing classroom conflicts, they require enhanced professional support, specialised training and greater parental involvement to effectively address persistent violent behaviours. The study recommends the use of Rahim’s model to remind educators of alternative ways to deal with violent/aggressive behaviour in children, including fostering compassionate care in schools to help broaden children’s perspectives of other people’s feelings, and developing empathetic traits. The study also recommends introducing parent and child conflict resolution workshops at schools to assist with challenging family dynamics at home. Future research should adopt mixed and quantitative methods, particularly in rural and under-resourced contexts, to test the effectiveness of these interventions, to enhance generalisability, and to promote inclusive education practices when dealing with violent behaviour at school.