The Use of Indigenous Values in Resilience Building of Out-of-School Suspended Learners
Lina Mmakgabo Methi 
Issue: Vol.6 No.6 Article 17 pp. 8880 – 894
DOI: https://doi.org/10.38159/ehass.20256617 | Published online 23rd May, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This study explored the role of Indigenous values in fostering resilience among out-of-school suspended learners, a population often at risk of academic disengagement and negative life outcomes. Drawing on the moral philosophy of Ubuntu, the research examined how Indigenous principles such as communal responsibility, respect, and holistic well-being can be leveraged to support suspended learners in navigating challenges and re-engaging with their education. Qualitative methods were used, including interviews with 12 parents of out-of-school suspended learners from two selected secondary schools. The findings revealed that when schools and communities incorporate these values into disciplinary processes and support systems, they help mitigate the adverse effects of suspension by fostering a sense of belonging, self-worth, and perseverance. The study concludes that incorporating Indigenous values into community practices and school disciplinary frameworks significantly enhances the resilience and re-engagement of suspended learners. To promote the holistic development of learners, it suggests legislative changes that would institutionalise culturally sensitive disciplinary practices and cooperation between communities, families, and schools. The research contributes to educational resilience literature by highlighting culturally responsive approaches that promote the inclusion and success of marginalised learners, suggesting implications for policy reform and school practices.
Keywords: Out-of-school Suspension, Resilience, Ubuntu, Indigenous Values, Secondary Schools
Akor, Eusebius Ugochukwu. “Ethics and Morals in Indigenous African Context: Implications for Contemporary African Societies.” JOCAP 4, no. 2 (2023).
Armstrong, David. “Addressing the Wicked Problem of Behaviour in Schools.” International Journal of Inclusive Education 22, no. 9 (2018): 997–1013.
Aslantürk, Hüsnünur, and Aliye Mavili. “The Sense of Family Belonging in University Students from a Single Parent Family Compared with Those from a Two-Biological-Parent Family.” Current Psychology 39, no. 6 (2020): 2026–39.
Bell, Charles. “‘Maybe If They Let Us Tell the Story I Wouldn’t Have Gotten Suspended’: Understanding Black Students’ and Parents’ Perceptions of School Discipline.” Children and Youth Services Review 110 (2020): 104757.
Breda, Adrian D Van. “A Comparison of Youth Resilience across Seven S Outh A Frican Sites.” Child & Family Social Work 22, no. 1 (2017): 226–35.
Clarke, Victoria, and Virginia Braun. “Teaching Thematic Analysis: Overcoming Challenges and Developing Strategies for Effective Learning.” The Psychologist 26, no. 2 (2013).
Craig, Ashley C, and David C Martin. Discipline Reform, School Culture, and Student Achievement. JSTOR, 2023.
Cresswell, John. “Qualitative Inquiry & Research Design: Choosing among Five Approaches.,” 2013.
Crosnoe, Robert. “Contextualizing the Social and Educational Journeys of Adolescents within the Life Course.” Journal of Research on Adolescence 31, no. 4 (2021): 1135–51.
Curran, F Chris, and Maida A Finch. “Reforming School Discipline: Responses by School District Leadership to Revised State Guidelines for Student Codes of Conduct.” Educational Administration Quarterly 57, no. 2 (2021): 179–220.
Ding, Kai.“The Impact of Grandparents and Intergenerational Living on Children’s Social and Emotional Development.”Journal of Education, Humanities and Social Sciences 29(2024):403–12.
Dolamo, Ramathate. “Botho/Ubuntu: The Heart of African Ethics.” Scriptura: Journal for Contextual Hermeneutics in Southern Africa 112, no. 1 (2013): 1–10.
Dube, Ndumiso. “ The Philosophy of Ubuntu in Secondary Schools in the Gweru District of Zimbabwe: A Critical Reflection.” University of South Africa, 2021.
Ebersohn, Suzette, and A C Bouwer. “A Bio-Ecological Interpretation of the Relationship Challenges in the Context of the Reconstituted Family.” South African Journal of Education 35, no. 2 (2015): 1039.
Emelianenko, Ekaterina. “The Role of Ubuntu in South Africa’s Foreign Policy.” Freska 1, no. 1 (2022).
Gonzales, Mabel. “Understanding Emotional Intelligence.” In Emotional Intelligence for Students, Parents, Teachers and School Leaders: A Handbook for the Whole School Community, 1–18. Singapore: Springer Singapore, 2022.
Hartman, Suzanne, Adam Winsler, and Louis Manfra. “Behavior Concerns among Low-Income, Ethnically and Linguistically Diverse Children in Child Care: Importance for School Readiness and Kindergarten Achievement.” Early Education and Development 28, no. 3 (2017): 255–73.
Henderson, Dawn X, and Breonte Guy. “Social Connectedness and Its Implication on Student–Teacher Relationships and Suspension.” Preventing School Failure: Alternative Education for Children and Youth 61, no. 1 (2017): 39–47.
Jyothi, H P. “Behavioural Problems of the Single-Parent Adolescents.” International Journal of Latest Technology in Engineering, Management, and Applied Science 4, no. 12 (2015): 25–27.
Keller, Amanda, Melanie Doucet, Jennifer Dupuis, Jessica Dupuis, and Varda R Mann-Feder. “Factors That Promote or Hinder a Youth in Care Network: A Report from the Field.” International Journal of Child, Youth and Family Studies 11, no. 1 (2020): 112–28.
Koen, Mariëtte. “Sustainable Future for Early Childhood: Applying the African Ubuntu Philosophy to Contribute to the Holistic Development of Young Children.” Sustainable Development in Africa: Fostering Sustainability in One of the World’s Most Promising Continents, 2021, 131–46.
Leonard, Llewellyn, and Ayanda Dladla. “Obstacles to and Suggestions for Successful Township Tourism in Alexandra Township, South Africa.” E-Review of Tourism Research 17, no. 6 (2020): 900–920.
Makgabo, Mmamoyahabo Constance. “The Effect of the Disappearance of Kgoro Cultural Practice on Traditional Values in the Modern Era,” 2021.
Malindi, Macalane Junel. “Exploring the Roots of Resilience among Female Street-Involved Children in South Africa.” Journal of Psychology 5, no. 1 (2014): 35–45.
Masten, Ann S, and Andrew J Barnes. “Resilience in Children: Developmental Perspectives.” Children 5, no. 7 (2018): 98.
Masten, Ann S, Cara M Lucke, Kayla M Nelson, and Isabella C Stallworthy. “Resilience in Development and Psychopathology: Multisystem Perspectives.” Annual Review of Clinical Psychology 17, no. 1 (2021): 521–49.
Metz, Thaddeus. “Ubuntu: The Good Life.” In Encyclopedia of Quality of Life and Well-Being Research, 1–5. Springer, 2021.
Meyers, Carol. “Mothers’ Wisdom: Technical Training and Lessons for Life.” With the Loyal You Show Yourself Loyal: Essays on Relationships in the Hebrew Bible in Honor of Saul M. Olyan, 2021, 13–28.
Mokhutso, Jacob. “Ubuntu: A Countermeasure for Challenges of Child-Rearing.” Pharos Journal of Theology 103, no. 1 (2022).
Mphasha, Lekau Eleazar, Shumani Leonard Tshikota, and Avhavhudzani Virginia Mantsha. “The Cultural Forms of Expression in Northern Sotho.”Gender and Behaviour 19,no.1(2021):17549–64.
Mugumbate, Jacob, and Admire Chereni. “Using African Ubuntu Theory in Social Work with Children in Zimbabwe.” African Journal of Social Work 9, no. 1 (2019).
Mukwedeya, Joel. “Peace and Harmony through UBuntu in a Globalized World.” Comparative Education for Global Citizenship, Peace and Shared Living through UBuntu, 2022, 221–41.
Ndlovu, Mkhumbulo, Gawie Schlebusch, and Solomon Makola. “A Framework for Implementing Positive Learner Discipline in Public Secondary Schools from the Context of the Mpumalanga Province.” Acta Educationis Generalis 13, no. 3 (November 1, 2023): 115–48. https://doi.org/10.2478/atd-2023-0025.
Ngubane, Londeka Princess. “Perceptions and Experiences of Learners on the Banning of Corporal Punishment in South African Schools: A Case Study of Four Township Schools in the Pinetown District of KwaZulu-Natal.” University of KwaZulu-Natal, Howard College, 2018.
Ngubane, Nomlaungelo, and Manyane Makua. “Ubuntu Pedagogy–Transforming Educational Practices in South Africa through an African Philosophy: From Theory to Practice.” Inkanyiso: Journal of Humanities and Social Sciences 13, no. 1 (2021): 1–12.
Nowell, Lorelli S, Jill M Norris, Deborah E White, and Nancy J Moules. “Thematic Analysis: Striving to Meet the Trustworthiness Criteria.” International Journal of Qualitative Methods 16, no. 1 (2017): 1609406917733847.
Onceya, Anathi, and Nkosiyazi Dube. “Perceptions of Caregivers Regarding Factors That Perpetuate Differential Parenting in Katlehong, Johannesburg, South Africa.” Journal of Social Development in Africa, no. 2 (2020): 7–39.
Onwuatuegwu, Ignatius Nnaemeka, and V S Paul-Mgbeafulike. “African Traditional Educational Framework: Unveiling the Wisdom beyond Western Education.” Nnadiebube Journal of Philosophy 6, no. 2 (2023).
Paricio, Diana, Maria F Rodrigo, Paz Viguer, and Marina Herrera. “Positive Adolescent Development: Effects of a Psychosocial Intervention Program in a Rural Setting.” International Journal of Environmental Research and Public Health 17, no. 18 (2020): 6784.
Phasha, Nareadi, and Paseka A Mosia. “Access to Curriculum for Students with Disabilities at Higher Education Institutions: How Does the National University of Lesotho Fare?” African Journal of Disability 6, no. 1 (2017): 1–13.
Polat, Murat. “Analysis of Multiple-Choice versus Open-Ended Questions in Language Tests According to Different Cognitive Domain Levels.” Novitas-ROYAL (Research on Youth and Language) 14, no. 2 (2020): 76–96.
Quin, Daniel. “Levels of Problem Behaviours and Risk and Protective Factors in Suspended and Non-Suspended Students.” The Educational and Developmental Psychologist 36, no. 1 (2019): 8–15.
Republic of South Africa. Constitution of South Africa (108 of 1996). Pretoria: Government Printers, 1996.
———. The South African Schools Act 84 of 1996. Pretoria: Government Printers, 1996.
Rodríguez-Hernández, Carlos Felipe, Eduardo Cascallar, and Eva Kyndt. “Socio-Economic Status and Academic Performance in Higher Education: A Systematic Review.” Educational Research Review 29 (2020): 100305.
Ryabov, Igor. “Intergenerational Transmission of Socio-Economic Status: The Role of Neighborhood Effects.” Journal of Adolescence 80 (2020): 84–97.
Saltalı, Neslihan Durmuşoğlu, and Hatice Merve İmir. “Parenting Styles as a Predictor of the Preschool Children’s Social Behaviours.” Participatory Educational Research 5, no. 2 (2018): 18–37.
Sarwar, Samiullah. “Influence of Parenting Style on Children’s Behaviour.” Journal of Education and Educational Development 3, no. 2 (2016).
Seroto, Johannes. “Relating to Others through Ubuntu Values.” OPEN DISTANCE LEARNING (ODL), 2021, 41.
Smith, Delores E. “Corporal Punishment of Children in the Jamaican Context.” International Journal of Child, Youth and Family Studies 7, no. 1 (2016): 27–44.
Smith, Emilie Phillips, Melissa Marie Yzaguirre, Lekie Dwanyen, and Elizabeth Wieling. “Culturally Relevant Parenting Approaches among African American and Latinx Children and Families: Toward Resilient, Strengths-Based, Trauma-Informed Practices.” Adversity and Resilience Science 3, no. 3 (2022): 209–24.
Smith, Karen E, and Seth D Pollak. “Social Relationships and Children’s Perceptions of Adversity.” Child Development Perspectives 15, no. 4 (2021): 228–34.
Smolkowski, Keith, John R Seeley, Jeffery M Gau, Tom J Dishion, Elizabeth A Stormshak, Kevin J Moore, Corrina A Falkenstein, Gregory M Fosco, and S Andrew Garbacz. “Effectiveness Evaluation of the Positive Family Support Intervention: A Three-Tiered Public Health Delivery Model for Middle Schools.” Journal of School Psychology 62 (2017): 103–25.
Taringa, Nisbert T. “The Potential of Ubuntu Values for a Sustainable Ethic of the Environment and Development.” Religion and Development in AfRica 25 (2020): 387–400.
Terry, Gareth, Nikki Hayfield, Victoria Clarke, and Virginia Braun. “Thematic Analysis.” The SAGE Handbook of Qualitative Research in Psychology 2, no. 17–37 (2017): 25.
Theron, Linda. “Learning about Systemic Resilience from Studies of Student Resilience.” Multisystemic Resilience: Adaptation and Transformation in Contexts of Change, 2021, 232–52.
Theron, Linda C. “Toward a Culturally and Contextually Sensitive Understanding of Resilience: Privileging the Voices of Black, South African Young People.” Journal of Adolescent Research 31, no. 6 (2016): 635–70.
Theron, Linda C, and Linda Liebenberg. “Understanding Cultural Contexts and Their Relationship to Resilience Processes.” In Youth Resilience and Culture: Commonalities and Complexities, 23–36. Springer, 2014.
Theron, Linda C, and Nareadi Phasha. “Cultural Pathways to Resilience: Opportunities and Obstacles as Recalled by Black South African Students.” In Youth Resilience and Culture: Commonalities and Complexities, 51–65. Springer, 2014.
Thira, Darien. “Aboriginal Youth Suicide Prevention: A Post-Colonial Community-Based Approach.” International Journal of Child, Youth and Family Studies 5, no. 1 (2014): 158–79.
Ungar, Michael, Gerry Connelly, Linda Liebenberg, and Linda Theron. “How Schools Enhance the Development of Young People’s Resilience.” Social Indicators Research 145 (2019): 615–27.
Ungar, Michael, and Linda Theron. “Resilience and Mental Health: How Multisystemic Processes Contribute to Positive Outcomes.” The Lancet Psychiatry 7, no. 5 (2020): 441–48.
Veriava, Faranaaz, and Kate Paterson. “The Right to Education.” In Research Handbook on Economic, Social and Cultural Rights as Human Rights, 113–36. Edward Elgar Publishing, 2020.
Ward, Catherine, Tawanda Makusha, and Rachel Bray. “Parenting, Poverty and Young People in South Africa: What Are the Connections.” South African Child Gauge 1, no. 1 (2015): 69–74.
Yin, Robert K. Case Study Research: Design and Methods. Vol. 5. sage, 2009.
Zondo, Sindiswa, Vusi S. Mncube, and Emmanuel O. Adu. “Strategies Teachers Use to Implement Positive Discipline in Schools.” Prizren Social Science Journal 7, no. 1 (2023): 79–88.
Zvomuya, Wilson. “Utilization of Ubuntu Bowl in Social Work Processes: The Way to Go towards Attainment of Social Development in Africa.” African Journal of Social Work 10, no. 1 (2020): 63–68.
Dr. Lina Mmakgabo Methi is a Senior Lecturer in the Department of Psychology of Education within the College of Education at the University of South Africa. Formerly, Dr. Methi was an Education Specialist with the Gauteng Department of Education; she played a pivotal role in supporting and training teachers to implement inclusive education practices and address barriers to learning. In her current capacity, Dr. Methi’s professional responsibilities encompass teacher training, postgraduate supervision for master’s and doctoral students, research, and active involvement in community engagement initiatives. Her research interests are rooted in qualitative research methodologies in resilience-building, mental health, widowhood issues, transformation in postgraduate supervision and student support in ODeL higher institutions. As an emerging scholar, Dr. Methi has contributed to scholarly discourse through her first book chapter, published in 2022, and her debut journal article in 2023 and subsequent papers published in 2024. She has also presented her research at numerous national and international academic conferences.
Methi, Lina Mmakgabo. “The Use of Indigenous Values in Resilience Building of Out-of-School Suspended Learners,” E-Journal of Humanities, Arts and Social Sciences 6, no.6 (2025): 880 – 894. https://doi.org/10.38159/ehass.20256617
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
