Exploring the perceptions and experiences of learners and educators on bullying and cyberbullying in selected schools in KwaZulu-Natal

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Detalles Bibliográficos
Publicado en:	Perspectives in Education vol. 43, no. 4 (2025), p. 113-135
Autor principal:	Sibisi, Nomakhosi Nomathemba
Otros Autores:	Ngubane, Londeka, Mpofu, Zandile Faith, Nyambuya, Venencia Paidamoyo
Publicado:	University of the Free State, Faculty of Education
Materias:	KwaZulu-Natal Province South Africa South Africa Schools Behavior Students Domestic violence Qualitative research Elementary school students Families & family life Bullying Teachers Victims Well being Cyberbullying Emotional well being Power Harassment School violence Children & youth School environment Social exclusion Perceptions Victimization Teacher Role Family Involvement Helplessness Violence Learning Problems Adult Learning Family Problems Government School Relationship Aggression Antisocial Behavior Educational Environment Learner Engagement Focus Groups Males Parent Participation Learning Experience Parent School Relationship Crime Prevention Socioeconomic Status Behavior Problems School Safety Victims of Crime
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Descripción
Resumen:	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.
ISSN:	0258-2236 2519-593X
DOI:	10.38140/pie.v43i4.8482
Fuente:	Education Database