Addressing bullying at a boy’s high school in Durban

Abstract

This study aimed to explore the current status of bullying at a boys’ high school in urban KZN and the experiences and perceptions of bullying among the learners of this single sex, multicultural, multiracial school. The objective of the study was to investigate the nature, causes and consequences of bullying in this particular school. This study further proposed and implemented interventions that served to address bullying behaviour at the school. The study adopted the interpretivist paradigm and qualitative methods to answer the research questions. A participatory action research approach was used to conduct this study. The data collection methods were semi-structured individual interviews and focus group discussions. Content analysis was used to analyse the data. The non-purposive sampling method was used to select the target population, which consisted of five learners from the boarding establishment (a hostel for learners who choose to stay at school during the school term) and five from the day’ boys. Three educators were also interviewed: two males and one female. In total, this study comprised 13 participants. The data gathered from the interviews and focus group discussions with both the learners and educators indicated that bullying was highly prevalent at the school. Forms of both direct and indirect bullying were evident at the school. Direct bullying was both verbal and physical. Physical bullying took place more covertly in the form of boys using their body strength and size to punish and dominate the weaker boys. A considerable amount of verbal bullying took place at the school. This included acts of harassment, teasing, name-calling and ridiculing. Indirect bullying in the form of social exclusion involving ostracism, and the spread of rumours or gossip was also rife. Both forms of bullying targeted personal characteristics and generally constituted attacks on sexuality and appearance. The underlying themes for the causes of bullying behaviour were identified as boys subscribing to hegemonic forms of masculinity, power-seeking and peer expectation. Being in an environment in which there are predominantly male influences, the boys were expected to act like ‘real men’. They wanted to feel powerful and dominate the so called ‘weaker’ boys. This increased their social status in the eyes of their peers. Data generated from the interviews indicated that the consequences of bullying behaviour resulted in the victim experiencing a poor self-image and low self-esteem. Avoidance and absence from school, seclusion and isolation and an increase in violent behaviour were identified as major outcomes of being bullied. Participatory action was used to plan and implement an intervention programme for the whole school to tackle bullying. The aim was to create a safe, positive learning environment for the learners. The short-term outcomes of the programme were evaluated. The study recommends that it is imperative that the seriousness of bullying be recognised by all stakeholders in the school community for appropriate and effective measures to be implemented to reduce bullying in schools. It is not uncommon for school stakeholders to trivialise bullying that takes place in their schools. Many hold the view that bullying is part of growing up (e.g., boys will be boys) and should not be made an issue. Greater awareness of the problem of school bullying is required and a focus on prevention would ensure that schools create safer and more harmonious learning environments