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

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.