Learners’ perceptions about the causes of bullying at secondary schools in Lesotho and how it can be controlled

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.