Learner Misconduct in South African Schools: A Psychosocial Approach to Causes and Interventions

Learner Misconduct in South African Schools: A Psychosocial Approach to Causes and Interventions

Raymond Emekako

Issue: Vol.7 No.1 2026 Article 2 pp. 13-36
DOI: https://doi.org/10.38159/ehass.2026712| Published online 18th February 2026
© 2026 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

Misconduct among learners remains a significant challenge in South African schools, impeding the learning process and hindering academic achievement. This study, situated within the interpretivist paradigm and employing a descriptive phenomenological strategy through the lens of Erikson’s psychosocial theory, investigates the underlying causes of learner misconduct. The research involved 46 participants—including learners, educators, and school management team members—from two secondary schools in the Ngaka Modiri-Molema District. Thematic analysis, guided by open and axial coding, revealed internal, external, and general sources of misconduct. Internal causes such as boredom and disengagement reflect psychosocial tensions related to autonomy and competence. External influences, including unstable home environments and peer affiliation, intersect with identity formation challenges. General causes, like peer pressure and policy misinterpretation, highlight systemic gaps in behavioural management. Findings emphasise the need for responsive pedagogical strategies, inclusive rulemaking, teacher psychosocial training, and multi-stakeholder interventions. The study advocates a developmental approach to learner conduct that integrates psychosocial insight with evidence-based discipline practices. By reframing misconduct through a psychosocial lens, this research offers a nuanced understanding of learner behaviour and contributes actionable insights for policy, practice, and future research aimed at cultivating safer and more supportive learning environments.

Keywords: Learner Misconduct, Psychosocial Development, Erikson’s Theory, Educational Practice, South African Schools

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ABOUT AUTHOR(S)

Dr. Raymond Emekako is a seasoned academic and researcher with a diverse background spanning education, information technology, and management. Holding a PhD from North-West University, South Africa, along with a Master of Business Administration (MBA) and Master of Education (MEd), he demonstrates a strong commitment to academic excellence and professional development. As Manager for Faculty Support at the Centre for Teaching and Learning (CTL), Raymond leads initiatives aimed at staff and student development. He has spearheaded various programmes, including the Faculty Awards, Pedagogy Programme, and Postgraduate Research Support, all aimed at advancing academic and student excellence and research productivity. His multidisciplinary expertise is further underscored by memberships in prestigious organisations such as SARIMA, HELTASA, ITTPSA, and ISMN.

TO CITE ARTICLE

Emekako, Raymond. “Learner Misconduct in South African Schools: A Psychosocial Approach to Causes and Interventions.” E-Journal of Humanities, Arts and Social Sciences 7, no.1 (2026): 13-26. https://doi.org/10.38159/ehass.2026712