Abstract
Conduct disorders refer to a psychiatric disorder that is characterised by persistent patterns of behaviour in which the basic rights of others and appropriate societal norms or rules are violated. Many learners are faced with various biological, psychological, and social risk factors that influence the development of conduct disorders. It commonly co-occurs with attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder, substance abuse and often leads to antisocial personality disorder in adulthood. This means many adolescents with conduct disorders need psychosocial support to be able to function in various environments. This qualitative study used a constructivist paradigm and a single case study design. It aimed to explore psychosocial support provided for adolescents diagnosed with conduct disorders in a high school in Krugersdorp, Gauteng, South Africa. Qualitative data were generated through semi-structured individual interviews with teachers, school management team members, and learners. Thematic analysis revealed a multi-layered approach to psychosocial support, including counselling, multi-sectoral collaboration, strong teacher-learner relationships, and enhanced parental involvement. It also revealed that the school adopted a multi-layered approach to psychosocial support, encompassing counselling, multi-sectoral collaboration, strong teacher-learner relationships, and enhanced parental involvement. The risks identified in the study aligned with the biopsychosocial theory, including biological factors (neurodevelopmental conditions, genetic predispositions), psychological factors (trauma, emotional dysregulation, low self-esteem), social factors (family instability, community violence, substance abuse, negative peer influence), and educational factors (academic difficulties). Resilience factors, such as clinical services, medication monitoring, counselling, and emotional support from teachers, mitigated the development of conduct disorders. Based on Engel’s (1977) biopsychosocial theoretical perspective, recommendations are made to address risk factors, namely, biological, psychological, and social factors; and promote protective factors (investigated through literature and semi-structured interviews) in supporting adolescents with conduct disorders: