Exploring the complexity of bullying conception and implications for school-based interventions in Maune Circuit of the Capricorn District of the Limpopo Province in South Africa

Abstract

Bullying is a widespread problem that affects schools worldwide, with serious impacts on learners' academic, social, and emotional health. In South Africa, bullying is a significant concern, particularly in rural areas such as the Maune Circuit of the Capricorn District in Limpopo Province. This study aimed to explore the complex understanding of bullying and its implications for school-based interventions in the Maune Circuit of the Capricorn District, Limpopo Province, South Africa. The research used a qualitative case study method, including interviews and observations. Additionally, data were gathered from learners, teachers, principals, and SGB members through purposive sampling. The total sample consisted of twelve participants, chosen based on their experiences and grade level. The collected data were analyzed thematically. The findings indicated that strategies to reduce school bullying in the Maune Circuit of the Capricorn District include ongoing education about the dangers of bullying and fostering mutual respect among children. The study also found that schools need effective policies to address bullying. These policies should be consistently followed, and teachers should receive training on handling bullying incidents. Positive discipline approaches may be helpful, as they teach learners to take responsibility for their actions. The results have important implications for education policymakers, school administrators, and practitioners, emphasizing the need for targeted and effective measures to prevent and tackle bullying in rural South African schools.