A framework of a cooperative approach between parents and teachers in reducing violence among high school learners in Lamontville, eThekwini District, KwaZulu-Natal

Abstract

Background Violence among school learners is a serious public health, human rights, and social issue with far-reaching consequences. It negatively affects learners’ academic performance, social development, and mental well-being. The alarming rate of school violence has become a major concern at both national and international levels, as it undermines the core purpose of schools as places of safety, learning, and growth. Schools should provide a welcoming environment where both teachers and learners can engage without fear of victimization or harm. However, the current prevalence of violence indicates that many schools are failing to offer such protection. Ensuring a secure and supportive school environment is therefore crucial for promoting academic success and holistic development. Aim The aim of this study was to explore and describe violence amongst high school learners in order to develop a framework of a cooperative approach between parents and teachers to reduce violence amongst high school learners and ultimately enhance the management of school violence at Lamontville Township in eThekwini District, KwaZulu-Natal. Methods A mixed-method participatory action research approach was employed, combining both quantitative and qualitative research methods to provide a comprehensive understanding of school violence. The theoretical foundation of the study was based on Bronfenbrenner's (1994) Ecological Systems Theory of Development, which highlights the complex interactions between individuals and their surrounding environments, including home, school, and community. The data collection process involved multiple methods: a questionnaire survey with 260 parents, semi-structured in-depth interviews with 18 teachers, and focus group interviews with 12 School Governing Body (SGB) members. The data were analyzed using both descriptive and inferential statistics for the quantitative component and Tesch’s eight-step thematic analysis for the qualitative data. iii Findings The findings of the study revealed that violence is a pervasive issue in many schools, significantly affecting learners' ability to achieve academic and personal success. Learners are exposed to various forms of violence, including peer conflict, learner teacher disputes, and other disruptive incidents, all of which contribute to an unsafe school climate. The causes of violence are multifaceted, originating from home, school, and community contexts. Factors such as negative peer influences, inadequate parental supervision, and poor school environments exacerbate the problem. Conclusion The study underscores the importance of collaboration between parents and teachers in addressing school violence. Both groups play a crucial role in shaping learners' behaviour and fostering positive attitudes towards education. By working together, parents and teachers can create a supportive and accountable environment that encourages learners to invest in academic excellence and self-discipline. Furthermore, partnerships with external stakeholders, including community organizations and government bodies, are essential in implementing sustainable programs to reduce violence and promote peace within schools.