School governing body engagement as a catalyst for strengthening learner discipline in contexts of multiple deprivations

Abstract

Learner discipline remains a persistent challenge in South African schools, particularly in communities affected by multiple deprivations such as poverty, unemployment, family instability, substance abuse, and limited access to social support services. This study examined how School Governing Bodies (SGBs) strengthen learner discipline in secondary schools situated within such contexts. Guided by Indigenous Knowledge Systems and Social Capital Theory, the study explored how cultural norms, stakeholder relationships, and community engagement shape disciplinary practices and outcomes. A qualitative case study design was employed in two secondary schools in the King Cetshwayo District of KwaZulu-Natal, South Africa. Data were generated through semi-structured interviews with ten purposively selected participants, comprising school principals, School Management Team members, SGB chairpersons, parent representatives serving on SGBs, and members of the Representative Council of Learners. The findings revealed four interconnected pathways through which SGBs influence learner discipline: mediating home–school relationships, enforcing disciplinary norms, mobilising community support, and buffering the effects of socio-economic deprivation. However, the effectiveness of these interventions was constrained by parental disengagement, inconsistent disciplinary practices, substance abuse, and broader socio-economic challenges. The study further demonstrates that learner discipline in deprived contexts is best understood through the interaction of culturally grounded authority structures and relational networks. Based on these findings, an Integrated Cultural–Relational Governance Framework is proposed to explain how SGBs mobilise communal responsibility, trust, and collaborative partnerships to strengthen learner discipline. The study highlights the need for context-responsive governance policies, strengthened home–school partnerships, and enhanced capacity building for SGBs and educators to support positive learner behaviour in contexts of multiple deprivation.