Social cohesion: A recipe to reduce bullying in secondary schools of South Africa

This paper highlights the critical role of social cohesion in creating a bullying-free environment in South African secondary schools. This study used a positivist paradigm and quantitative methodology to investigate bullying behaviour in schools, gathering data from 6 school principals, 240 parents, 320 learners and 30 teachers across six secondary schools in the OR Tambo Inland Education District, South Africa, to inform evidence-based conclusions. When promoting a culture of respect and harmony, schools can provide an optimal learning environment for learners. Using a social-ecological framework and social disorganization theory, this study investigated the causes of bullying in schools. Key findings indicate that bullying in South African schools is linked to several factors, including the lack of positive teacher-learner relationships, weak bonds between educators and learners, and inadequate parental support. They also include environmental factors such as family dynamics, community violence, and socioeconomic conditions that influence learners’ behavior. These findings emphasize the need for a multi-faceted approach to address bullying, involving educators, parents, and the broader community. To reduce bullying in schools, this paper suggests fostering positive behavioral change, improving teacher-learner relationships, and building stronger, more cohesive communities.