Abstract
Background: Managing learner misbehaviour is central to successful teaching and learning. As key players in the teaching and learning process, learners’ voices are important to consider when designing disciplinary frameworks.
Aim: This article aimed to explore effective strategies for managing learner misbehaviour from learners’ perspectives, bridging the gap in which disciplinary policies are often implemented without consulting learners.
Setting: Data were collected from 1262 learners across 78 secondary schools in all 14 education regions in Namibia.
Methods: The study employed a mixed-methods approach using a convergent parallel design. Data were collected using a questionnaire containing closed and open-ended items. Responses from the closed-ended items were analysed using the Statistical Package for Social Sciences (SPSS) (IBM Corp, Armonk, NY, United States [US]), whereas the open-ended responses were analysed through thematic content analysis.
Results: The study findings reveal that learners prefer relational and restorative interventions compared to punitive ones. Specifically, 81% of participants indicated that parental involvement is the most effective strategy, followed by private, one-on-one conversations. Conversely, the results reveal that traditional punitive measures such as corporal punishment and public shaming were rated as ineffective and damaging to the teacher-learner relationship. However, a contradictory finding emerged regarding serious offences: 67% of learners indicated it is necessary to involve law enforcement for major transgressions such as theft, fighting, or alcohol and drugs.
Conclusion: The study concludes that schools should move from reactive, exclusionary practices towards a three-way model of behaviour management that is restorative, preventive and structured.
Contribution: By focusing on learner-centred strategies, schools can foster more equitable and supportive environments conducive to academic success.