Beyond Discipline

Abstract

Learner misbehavior in South African schools remains a persistent and complex challenge, particularly in rural and under-resourced contexts where socio-economic adversity and institutional fragility shape everyday classroom dynamics. This study explores how teachers in a rural Mpumalanga secondary school experience and interpret learner misbehavior within these conditions. Guided by an interpretivist paradigm and informed by Restorative Practices (RP) and the Trauma-Informed Approach (TIA), the research employed a qualitative, descriptive phenomenological design. Semi-structured interviews with five teachers directly involved in learner discipline were thematically analyzed. Findings reveal that misbehavior is not an isolated act of defiance but a relational and emotional phenomenon rooted in family instability, psychosocial vulnerability, and systemic constraint. Teachers reported emotional fatigue and demoralization, intensified by overcrowded classrooms, inconsistent leadership, and limited psychosocial support. These experiences underscore the interdependence between learner behavior, teacher well-being, and institutional stability. The study contributes to ongoing debates on school discipline by reframing misbehavior as an expression of relational rupture and accumulated emotional strain rather than a behavioral deficit. It highlights the need for systemic interventions that integrate relational repair, trauma-informed awareness, and organizational coherence to foster emotionally safe and resilient learning environments in rural South African schools.