The views and experiences of service providers in facilitating a positive behaviour programme for at-risk youth in Cape Town schools: the case of the tenterden place of safety
type: CreativeWork
description: Challenging learner behaviour is one of the critical issues facing the South African education system. Problem behaviours such as bullying, substance abuse, school violence, and gangsterism often result in the expulsion or suspension of a learner as a disciplinary measure. However, these punitive approaches can be counterproductive, as they may expose learners to a range of antisocial behaviours, including involvement in criminal activities, putting them at further risk. Many scholars, both local and international, have criticised punitive disciplinary mechanisms and zero-tolerance policies often adopted by schools, arguing that they contribute to what is known as the school-to-prison pipeline. Restorative justice approaches to school discipline are emerging as a widely supported alternative to such measures, as they align well with PBS models. These approaches provide a holistic understanding of problem behaviour by considering the influences of school, family, and community, rather than isolating the problem. The aim of this study was to explore the views and experiences of service providers in facilitating a PBS model, a restorative approach, for learners with challenging behaviour who are at risk of suspension or expulsion. A qualitative approach and exploratory design were employed, allowing participants to share first-hand experiences relevant to the area of investigation. Purposive sampling was used to select ten participants, who were invited to share their views and experiences in facilitating a PBS programme for learners in schools around Cape Town. Data collection involved semi-structured interviews, and the data were analysed thematically using NVivo software. The findings revealed a strong need for restorative justice approaches to school discipline in South Africa. Participants highlighted that traditional punitive and exclusionary measures, which often rely on suspending or expelling learners, predispose children to further antisocial behaviour. The C…
abstract: Challenging learner behaviour is one of the critical issues facing the South African education system. Problem behaviours such as bullying, substance abuse, school violence, and gangsterism often result in the expulsion or suspension of a learner as a disciplinary measure. However, these punitive approaches can be counterproductive, as they may expose learners to a range of antisocial behaviours, including involvement in criminal activities, putting them at further risk. Many scholars, both local and international, have criticised punitive disciplinary mechanisms and zero-tolerance policies often adopted by schools, arguing that they contribute to what is known as the school-to-prison pipeline. Restorative justice approaches to school discipline are emerging as a widely supported alternative to such measures, as they align well with PBS models. These approaches provide a holistic understanding of problem behaviour by considering the influences of school, family, and community, rather than isolating the problem. The aim of this study was to explore the views and experiences of service providers in facilitating a PBS model, a restorative approach, for learners with challenging behaviour who are at risk of suspension or expulsion. A qualitative approach and exploratory design were employed, allowing participants to share first-hand experiences relevant to the area of investigation. Purposive sampling was used to select ten participants, who were invited to share their views and experiences in facilitating a PBS programme for learners in schools around Cape Town. Data collection involved semi-structured interviews, and the data were analysed thematically using NVivo software. The findings revealed a strong need for restorative justice approaches to school discipline in South Africa. Participants highlighted that traditional punitive and exclusionary measures, which often rely on suspending or expelling learners, predispose children to further antisocial behaviour. The C…
author: Mathekga, Keneilwe Golden
language: en
keywords: Challenging learner behaviour, Suspension and expulsion, Punitive and exclusionary disciplinary methods, At-risk behaviour, Restorative justice practices as alternative discipline, PBS model.
date published: 2025
date modified: 2026-07-22T22:23:23Z
provider: University of Cape Town
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Department of Public Law

PropertyValue
property ID: Handle
value: http://hdl.handle.net/11427/41741