Educators’ Experiences of Managing Gang-Related Learner Violence in Selected Public Schools in Mpumalanga Province, South Africa

Abstract

This study explored the experiences of educators in managing gang-related learner violence in selected public secondary schools in Mpumalanga Province. Learner violence linked to gangsterism has become a pressing challenge in South African schools, threatening the creation of safe and conducive learning environments. Guided by Bronfenbrenner’s Bioecological Systems Theory (1989), the study adopted a qualitative approach within an interpretivist paradigm and employed a phenomenological design. Data was collected through semi-structured interviews with four educators responsible for learner discipline across two purposively selected schools and analysed thematically. The findings revealed that gangsterism is prevalent in high-density settlements and often involves out-of-school youth who influence in-school learners. Gang-related conflicts sometimes extend across multiple schools, disrupting teaching and learning processes. The study further found that the current disciplinary frameworks are constrained by excessive bureaucracy and limited educator authority, reducing responsiveness to violent incidents. Participants emphasised the need for collaborative interventions involving parents, law enforcement, and community leaders to address the socio-environmental roots of gangsterism. The study concludes that sustainable reduction of gangster-related violence requires strengthened policy frameworks, decentralised decision-making, and proactive engagement at family and community levels.