How schools applied restorative approaches (RAs) to maintain learner discipline in the Vhembe East District of Limpopo Province

Restorative Approaches (RAs) are seen as a preferred way to maintain order in schools around the globe. RAs have been used with success to create a safe environment, but under-resourced schools continue to struggle. This is made worse by lack of support for teachers from different stakeholders. This study investigated how schools applied RAs to maintain learner discipline in the Vhembe East District of Limpopo Province.

The choice theory was utilised to examine the way principals, departmental heads, and teachers interact to maintain order. The study adopted a qualitative case study design within an interpretive paradigm. Participants were purposively selected from four secondary schools in the remote areas of Vhembe East District. Data was collected through through semi-structured, in-depth interviews. The findings revealed that RAs are not fully implemented in schools. RAs has the potential to reduce recidivism, although the rate of learners who fall back to past behaviour is still high. The study also found that teachers have reverted to punitive measures such as corporal punishment and suspension because ill-disciplined learners prefer freedom without responsibility.