Examining the Implementation of Preventive Discipline Management to Address Root Causes of Learner Misconduct in Malawian Secondary Schools

Abstract

This mixed-methods embedded study examined preventive discipline practices addressing root causes of learner misbehaviour in Malawian secondary schools, with particular attention to structural capacity requirements, peer-based interventions, and trauma-informed management. Drawing on survey data from 380 participants, including school management team members and student council leaders and qualitative insights from 12 in-depth interviews with head teachers, educational managers, and dismissed or suspended learners across twenty secondary schools, the study employed binary logistic regression and thematic analysis. The research was grounded in choice theory, which emphasises personal responsibility and needs satisfaction, and transformational leadership theory, which highlights the role of visionary and supportive leadership in shaping school culture. Findings revealed critical implementation gaps between policy endorsement and practical effectiveness. Although trauma-informed management received near-universal support (93.7%), it demonstrated a non-significant positive association with behavioural improvement. In contrast, study circles showed a statistically significant negative relationship with behavioural outcomes. Qualitative evidence linked these patterns to structural constraints, particularly limited resources, inadequate professional training, and the absence of consistent supervision frameworks. Participants suggested that trauma-informed practices, while widely supported in principle, remain largely aspirational and are not yet embedded in everyday school routines. Moreover, study circles were often poorly structured and insufficiently monitored, which in some cases allowed negative peer behaviours to be reinforced rather than addressed. The study argues that the limited effectiveness of preventive discipline practices in Malawian secondary schools is less a matter of weak theoretical foundations and more a reflection of implementation challenges. It highlights the need for deliberate investment in teacher capacity-building, the strengthening of school-based support systems such as guidance and counselling services, and the development of clear and consistently supervised implementation frameworks. Addressing these systemic gaps is critical for achieving sustained improvements in learner behaviour, promoting well-being, and supporting the broader human capital development aspirations articulated in Malawi Vision 2063.