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Various accidents and incidents occur daily in schools, which can have a lifelong impact on both school learners and their family's life. These events at schools might lead to physical and psychological symptoms which would affect school learner and educator performance. This critical review searched the peer-reviewed scientific literature that were published (2009 to 2019) to identify contemporary crisis containment management practices in South African schools. We utilised the Search, Appraisal, Synthesis, and Analysis (SALSA) method to examine crisis containment management in South African schools. We included peer reviewed studies that met the following criteria: Published literature, PhD theses, and Master dissertations focusing on school safety. We excluded conference proceedings and studies published in other languages than English. Our search yielded four published articles for this critical review. Applying a qualitative synthesis approach, we identified the three themes: (i) schools are not safe due to various problems hampering effective teaching and learning; (ii) obstacles to ensuring safety within schools; and (iii) policies and skills necessary for crises containment and management. We conclude that policies on physical safety are needed, in addition to equipping educators and other stakeholders with the necessary skills and training in terms of the psychological and emotional safety of the school community. [ABSTRACT FROM AUTHOR]

The aim of the study was to explore and describe secondary school learners’ perceptions and experiences of respect in educator-learner relationships within a high-risk South African neighbourhood context. A qualitative research design was used in this study. The 15 participants were high school learners (females = 33%, age range 17 to 21 years). Data on how learners perceive and experience respect in educator-learner relationships were gathered utilising written assignments, and through the application of the World Café technique. Thematic analysis was used to identify relevant relationship themes for learners: mutuality, various behavioural practices and emotional attitudes. All school communities should promote relational well-being practices amongst educators and learners. [ABSTRACT FROM PUBLISHER]

This study describes the response profiles of a sample of isiXhosa learners regarding to the Adjusted Rorschach Comprehensive System (ARCS) and related influences to explain the response latencies. This was a multiple case study in which six test naive high school learners (females = 3; males = 3; aged 14 years) attempted to respond to the ARCS. Both test protocol and process data were gathered. Data were thematically analysed. Responses were adequate in 83% of the instances. Process factors that appeared to impact response rate and quality included language of administration, seating arrangement, and option to use drawing for the responses. [ABSTRACT FROM AUTHOR]

This study reports the experience of aggression by secondary school learners attending a South African school. There were 14 participants ranging in age from 16 to 19 years (Gender: 6 young women and 8 young men; Ethnicity: 7 Black; 3 Coloured; 2 Indian and 2 White). Data were collected using open ended interviews and analysed using Tesch's (1990) thematic panning method. The findings suggest these learners have little understanding or appreciation of diversity in their multicultural schools. Consequently, they experience negative interpersonal relationships with peers and teachers. The accompanying aggression they experience and display has racial and gender overtones that are shaped by the violence in their communities. [ABSTRACT FROM AUTHOR]

We investigated the knowledge, attitudes and perceptions of secondary school learners (Grade 10 to 12) towards HIV/AIDS. Two hundred learners attending two rural village schools were participants (males =106, females =94, mean age = 16.5 years, SD = 2.4). Data were on their knowledge, attitudes and perceptions (KAPS) were collected using the adapted version of the MRC (2008) and WHO (1990) KAP Survey questionnaires on HIV and AIDS. Descriptive statistics were used to analyse the data. Results showed that participants got most information about HIV/AIDS from radio and television, with the internet, magazines, and newspapers being less popular sources of information. They also considered sharing injection needles with an HIV positive person and unprotected sex to be the two main sources of HIV transmission. Participants' attitudes towards HIV/AIDS were generally positive. [ABSTRACT FROM AUTHOR]

The study, on which this article is based, explored the ways in which primary school children in an urban (city centre) setting experience the assets and resources that support their learning. The researchers used a qualitative phenomenological research design incorporating an interpretive and constructivist perspective. The study was conducted in a primary school in Tshwane, Gauteng province, South Africa. The participants were eight African female participants in Grades 5-7 who had overcome extrinsic barriers to learning. They participated in a focus group discussion during which the relevant and natural units of significant statements were listed (horizontalisation) and structured into central clusters of meanings. Textural themes (what) and structural themes (how) were identified. The study found that human resource assets were central to the process of connecting a variety of assets that supported learning. The study also found a significant compound effect of assets, for example increased connected assets had a noteworthy additional positive effect on learning support. The identified assets interrelatedly mobilised other assets (textural findings) on one of five levels (structural findings: physical assets, social assets, safety assets, esteem assets and self-actualisation) in various systems and contexts that contribute to learning support. This article elaborates on these findings. [ABSTRACT FROM AUTHOR]

This article presents part of the results of an investigation into barriers to learning in the context of HIV in Richmond, a small KwaZulu-Natal town. Participants were learners from Grades 3, 6, and 9 (N=117; males=59; females=58). Data were collected by Individual Interviews and a four-stage focus group process, which included participatory and projective techniques. The data were analysed thematically. The results suggest that many educators and parents continue to use physical punishment as a form of social control. This is despite the fact that corporal punishment is outlawed in South African schools. Corporal punishment appears to be a product of the socio-cultural and socio-historical contexts which it occurs. [ABSTRACT FROM AUTHOR]

This study sought to determine the nature, extent and causes of drug abuse in South African township schools. Interview data were collected from a convenience sample of 24 participants from 4 schools (10 learners, 8 school personnel and 4 School Governing Board (SGB) members, a social worker and one Department of Education (DoE) official responsible for handling drug abuse by learners in the district. Document analysis was also conducted using the social worker's records. The study found that dagga, tobacco and alcohol were the most readily available, commonly used and abused drugs by learners in these schools. The study also found that learners tended to use cocktails of drug combinations. [ABSTRACT FROM AUTHOR]