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

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Publié dans:Perspectives in Education vol. 43, no. 4 (2025), p. 113-135
Auteur principal: Sibisi, Nomakhosi Nomathemba
Autres auteurs: Ngubane, Londeka, Mpofu, Zandile Faith, Nyambuya, Venencia Paidamoyo
Publié:
University of the Free State, Faculty of Education
Sujets:
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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Résumé: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
Source:Education Database