PRINCIPALS' SILENCE ON LEARNERS' SEXUAL ABUSE IN SCHOOLS

This article investigated the principals' silence on learner sexual abuse at rural secondary schools. This study is based on a larger analysis of sexual abuse in schools in the Province of Limpopo, which examines the notion that, over time, teacher-learner sexual abuse has become ingrained with a cultural silence associated with African cultural practices. Data was collected from school principals through semi-structured interviews. One key finding was that although female and male secondary school learners alike were sexually abused by their teachers, none of them talked about the abuse or did anything to stop it. The study contributed to a greater understanding of the impact of sociocultural and socioeconomic situations on people's behaviour. These factors should not influence the way school principals carry out the responsibility to ensure the safety of learners in schools as required by the South African Schools' Act. Principals do not report abuse to the relevant authorities. The focus was on possible reasons for their silence, which, if uncovered, could result in the design of strategies to deal with such abuse.