Overcrowded History Classrooms: Effective Coping Strategies for Novice Teachers in South Africa

Overcrowded classrooms pose significant challenges for novice teachers, particularly in History education, where effective engagement and critical discourse are essential. In South Africa, overcrowding is often attributed to inadequate school resources, the perception that History is an "easier" subject compared to science and commerce, and the lingering effects of historical inequalities in resource distribution. These challenges hinder individualised instruction, classroom management, and overall teacher well-being. This conceptual paper critically examines the impact of overcrowded History classrooms on novice teachers, exploring their coping strategies through the lens of Resilience Theory. This framework provides insight into how novice teachers adapt to adversity, develop coping mechanisms, and build the psychological and professional resilience necessary to navigate overcrowded classrooms. Drawing on insights from existing theoretical and policy discourses, this paper argues that fostering resilience through structured classroom management techniques, differentiated instruction, and robust support networks is essential for novice teachers to thrive in overcrowded settings. Furthermore, the study highlights the need for targeted professional development programs and systemic interventions that strengthen teacher resilience. By reconceptualising the discourse on overcrowded classrooms, this paper contributes to a deeper understanding of novice teachers' experiences and offers a theoretical foundation for future research and policy recommendations. Journal of Research in Social Sciences and Language, Online First