Abstract:
Nowadays learners present various emotional and behavioural challenges to the mainstream
education system because they come from diverse cultural, religious and socioeconomic
backgrounds, and have different abilities, gender orientation, ethnicity and so on. This study
explores learners’ perceptions about the causes of bullying and how it can be controlled at
secondary schools in Lesotho. Data for the study was collected using a qualitative approach
employing a case study design and was analysed through an Interpretative Phenomenological
Analysis (IPA). Thirty learners participated in the study through focus-group discussions and
semi-structured interviews. The findings of the study indicate that learners experience various
forms of bullying either as bystanders, perpetrators and/or victims. They further reveal that many
learners have frequently experienced physical, verbal, emotional and cyber-bullying in different
contexts.
The study concludes that while there are existing punishment mechanisms like corporal
punishment, verbal reprimands, manual labour and suspension, most participants reflected that
one of the most effective ways to control school bullying is the learners’ home background
which could be used to influence the change. Finally, the study recommends that the Ministry of
Education and Training (MOET) should establish a National Anti-Bullying Policy with clearly
spelled out guidelines on how individual incidences of bullying should be dealt with in
secondary schools. The policy should be disseminated and implemented across all schools in the
country to safeguard learners’ sense of safety, fundamental freedom and basic right to education.
