A safe school environment is central to learners' academic performance and holistic development. This article reports on part of a study that sought to identify the forms of learner aggression, the contributory factors to aggression, the consequences and psychological effects of learner aggression and the identification of strategies that can help to manage learner aggression in rural secondary schools in the Empangeni district of KwaZulu-Natal. A qualitative research design was deemed to be most appropriate for the purpose of this study and interviews were conducted with principals, teachers and students in the selected schools. The findings identify a number of psychological responses of victims to learner aggression and the consequences of learner aggression in schools, which have had a negative impact on the quality of teaching and learning in these schools. This research concluded that the consequences of learner aggression are devastating, have a serious effect on the victims mental health and leads to high levels of stress, anxiety, depression and even suicide.

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Hierdie artikel omskryf die bevindings van 'n gevallestudie wat ondersoek het hoe die leierskapskorps by 'n Suid-Afrikaanse primêre skool, teen die agtergrond van 'n uitdagende skoolkonteks, daarin kon slaag om 'n omkeer by die skool te bewerkstellig, onder leiding van dieselfde skoolhoof. 'n Kwalitatiewe benadering is gevolg om die belewenisse van die skoolhoof, die skoolbestuurspan en die onderwysers te ondersoek in hulle poging om die skool se akademiese prestasie te verbeter. Die outeurs beweer dat faktore wat nóú saamhang met veragtering in 'n gemeenskap nie noodwendig 'n leierskapskorps sal beweeg om op kreatiewe wyse strategieë te identifiseer wat probleme kan oplos nie. Die bevindings dui daarop dat sodanige onderneming 'n duidelike en gemeenskaplike visie, missie en oortuiginge verg; 'n sisteembenadering wat op die wanfunksionele skoolkultuur afgespits is; asook 'n kollektiewe benadering wat monitering en die aanvaarding van aanspreeklikheid insluit. Die artikel volstaan met die slotsom dat, alhoewel uitdagings binne die skoolkonteks steeds 'n beduidende rol speel, die leierskap en personeel 'n omkeer in 'n skool se prestasie kan bewerkstellig deur met kreatiewe en vernuwende gekontekstualiseerde pogings vorendag te kom.

Most literature assumptions have been drawn from public databases e.g. NHANES (National Health and Nutrition Examination Survey). Nonetheless, the sets of data are typically featured by high-dimensional timeliness, heterogeneity, characteristics and irregularity, hence amounting to valuation of these databases not being applied completely. Data Mining (DM) technologies have been the frontiers domains in biomedical studies, as it shows smart routine in assessing patients’ risks and aiding in the process of biomedical research and decision-making in developing disease-forecasting frameworks. In that case, DM has novel merits in biomedical Big Data (BD) studies, mostly in large-scale biomedical datasets. In this paper, a description of DM techniques alongside their fundamental practical applications will be provided. The objectives of this study are to help biomedical researchers to attain intuitive and clear appreciative of the applications of data-mining technologies on biomedical BD to enhance to creation of biomedical results, which are relevant in a biomedical setting.