The Nature and Prevalence of Bullying in Primary Schools of Nkayi South Circuit in Zimbabwe

Abstract

The aim of the present study was to investigate the nature and prevalence of bullying among primary school pupils in Nkayi South Circuit in Matabeleland North Province in Western Zimbabwe. The population comprised of all the 300 teachers in Nkayi South Circuit. Random sampling was used to arrive at a sample of 30 teachers from ten schools. The study adopted the descriptive survey design and the questionnaire was used for collecting data. The main findings of the study revealed that the most common forms of bullying were physical (that is, fighting, punching, hitting), verbal (that is, threatening, swearing, teasing) social (that is, deliberately leaving out of a game or group, ignoring). The study also revealed that boys were the main contributors of bullying. The findings also revealed that the bullying behaviours were influenced by home based factors, peers Original Research Article

Management of learners with conduct disorders in Nkayi Rural District Primary Schools in Zimbabwe.

“…The area of concern is on the performance of learners with conduct disorders in school settings where such children tend to be of lower academic achievement and show poor levels of pre-social behaviour and siblings or children with conduct disorders have significantly elevated levels of behavioural problems as compared to other children in general (Frick & Clark, 2018). Ncube, Muranda and Tshabalala (2015) confirm that physical bullying is the most common form of conduct disorder in the Nkayi primary schools with boys being chief perpetrators of this vice in schools while peer pressure has been identified as fuelling it. This means that bullying as a form of conduct disorder has been common in Nkayi primary schools.…”

“…Inclusive education relies on the Salamanca Conference and Framework of Action (UNESCO, 1994) and the management of learners with conduct disorders is based on P36 Educational Policy on discipline (2018 Amended), School Health Policy (2018) and Guidance and Counselling guidelines in primary schools in Zimbabwe (2020) under the banner of the new curriculum. In a research study in Nkayi, Ncube, Muranda and Tshabalala (2015) reveal that some learners in Nkayi primary schools dispose an inability to keep up good, solid social relationships with peers and teachers. The role played by the Department of Psychological Services, Special Needs and Learner Welfare Services in guidance and counselling of children with conduct disorders has been brought into question after escalating misconduct behaviour occurred.…”

“…For example, in Mabhalabhala area there is a fifteen (15) year old girl who stabbed a classmate on their way from school over a boyfriend (Herald, 2021). Learners in Nkayi District primary schools continue failing to build or maintain satisfactory relationships with their parents, peers and teachers (Ncube, Muranda and Tshabalala, 2015). Thus, headlines in newspapers are a cry for help from all stakeholders as they spell out the need to attend to unmet emotional needs of children through proper guidance and counselling in schools to avoid loss of lives.…”

“…According to Kerekes (2020), conduct disorder is manifested by recurrent antisocial behaviour, for example, lying, firesetting, truancy, physical aggression or running away that causes distress to caregivers, parents and teachers and significantly impairs the individual's family, peer, school and community adjustment. This is the concern in Nkayi District Primary Schools as established by a study on bullying learners (Ncube, Muranda & Tshabalala, 2015). The area of concern is on the performance of learners with conduct disorders in school settings where such children tend to be of lower academic achievement and show poor levels of pre-social behaviour and siblings or children with conduct disorders have significantly elevated levels of behavioural problems as compared to other children in general (Frick & Clark, 2018).…”

Accessibility of the Curriculum by Learners with Conduct Disorders in Nkayi Rural Primary Schools in Zimbabwe

“…Since signing the 1994 Salamanca statement and framework for action, performance of learners with conduct disorders has not been encouraging in Zimbabwean primary schools. The pass rate at 'Grade 7' level of learners who show signs of conduct disorders in Zimbabwean primary schools is low as compared to their peers (Ncube, Muranda & Tshabalala, 2015). Students who are hearing impaired seem to experience perpetual failure in most subjects offered at secondary level.…”