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

Abstract

This qualitative study delves into the perceptions and experiences of learners and educators regarding bullying in selected schools in KwaZulu-Natal. This article is located on the contours of 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 (i) bullying of lower grade learners and teachers (ii) verbal bullying by teachers (iii) cyberbullying. Findings indicated that with the increasing use of digital technologies, students are frequently subjected to online harassment, including threatening messages, spreading of rumours, 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.