Abstract
Issues of challenging behaviour and ill-discipline have been a long-standing concern of the education system. Learners displaying difficult behaviour at school receive little support, with exclusionary discipline being the norm. This reinforces negative identities and potentially leads to dropout or criminal activities. The lack of intervention denies these learners the chance to overcome their challenges and the adversities that contribute to the undesirable behaviour.
Exclusionary disciplinary measures such as expulsion, are often instituted in the hopes that they serve as a deterrent to problematic behaviours. Research however shows that that these zero-tolerance practices are ineffective in deterring challenging behaviours such as fighting and insubordination and appear to have the opposite effect of increasing truancy.
Against this backdrop learners who have been suspended or expelled, their caregivers as well as the school personnel who mandate this discipline were interviewed to determine the impact of the exclusionary forms of discipline on the learners.
The qualitative research design of the study is located in an interpretive paradigm. Data was collected by conducting interviews and analysing education policy documents that inform school discipline practices. The data was coded through thematic analysis and produced themes that highlighted the multifaceted impact that expulsion and suspensions have on learners and the systems they function in.
The findings of the research emphasise the importance of executing the SIAS policy effectively to manage challenging behaviour among learners in educational settings. It revealed that ensuring the proper implementation of the support measures outlined in the policy is vital before considering any disciplinary sanctions. Furthermore, schools and districts should provide support recommendations directly instead of directing learners to external service providers, as this could unfairly shift responsibility onto parents. Finally, the research concluded that psychoeducational programs should be broadened to involve caregivers to help them comprehend the developmental and relational difficulties experienced by their teenage children. This will improve their parenting skills and guarantee consistent reinforcement of behavioural expectations established by the school.