A youth empowerment model designed to tackle school violence in South Africa

pdf isbn

978-1-991271-10-5

e-isbn

978-1-991270-10-8

isbn

978-1-991269-10-2

doi

doi.org/10.4102/aosis.2024.BK453

pages

217

AOSIS Scholarly Domain

Humanities and Social Sciences

A youth empowerment model designed to tackle school violence in South Africa is an open-access book published by AOSIS.

School-based violence is of major concern in the South African schooling system, particularly in secondary schools. School-based violence has a negative impact on the physical, social, cognitive and emotional well-being of learners and teachers. To compound matters, family and community environment also play a role in escalating school violence. There is a need to develop interventions that are evidence-based and developmental in nature to address the issue of reducing school-based violence. Youth empowerment can be used as a helpful strategy to address the issue of school-based violence.

This scholarly book focuses on using the framework of youth empowerment to address the issue of school-based violence. Through sound research, the author proposes that schools should involve learners in decision-making around school policies and design strategies to address school violence to create safer schools and a better school climate. The author further posits using key aspects of youth empowerment in school violence campaigns and programmes to increase youth motivation to collectively influence changes within their school through a process of shared decision-making, collective vision, and partnership with young people.

School bullying has become a global pandemic, affecting educational environments not only in South Africa but worldwide. While school violence has existed for many years, its intensity, viciousness, and harmful effects have seemingly escalated in the last few years. This makes the insights and intervention described in this book particularly timely and relevant, as it offers a potential solution to the challenges faced by numerous schools.

While the book does not purport to have a cure-all for school violence, it highlights the effectiveness of a youth empowerment programme implemented in the study. This programme has enabled young people to take agency and develop intervention strategies, fostering a proactive approach to combatting violence. The study also prompted participants and their school communities to reflect seriously on the impact of violence and its devastating effects on victims.

While the long-term impact of violence on the students might never be fully known, the narrative presented here offers hope to other schools grappling with similar issues. The main takeaway is the recognition of young people’s capability and the importance of involving them in leading efforts to address violence in their schools. Attitudinal and behavioural change is a process rather than an event. While the ultimate desired outcome may not be immediately attainable, the progress made along the way creates a semblance of peace and hope, encouraging us to continue striving for a better, more peaceful future.

Dr Dumisani Ngwenya, Department of Peace and Security Studies,
Lupane State University, Bulawayo, Zimbabwe

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