HREDU82
Assignment 1 PSYCHOLOGY 2026
Unique number:
Due Date: May 2026
TABLE OF CONTENTS
“EXPLORING TEACHERS’ EXPERIENCES OF SUPPORTING LEARNERS DISPLAYING
AGGRESSION IN (PRIMARY/ SECONDARY/SPECIAL/ FULL-SERVICE) SCHOOLS ..... 3
TEACHERS’ PERCEPTION OF THE INFLUENCE OF DISRUPTIVE BEHAVIOUR ON
TEACHING AND LEARNING IN (PRIMARY/ SECONDARY/SPECIAL/ FULL-SERVICE)
SCHOOLS ........................................................................................................................... 8
TEACHERS’ EXPERIENCES OF SUPPORTING LEARNERS WITH ATTENTION AND
HYPERACTIVITY DISORDER: A CASE IN (WRITE A PROVINCE OR DISTRICT)......... 16
Terms of use
BULLYING By making
IN (PRIMARY/ SECONDARY/SPECIAL/ FULL-SERVICE) SCHOOLS: A CASE use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,orand
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 81 278 3372
TABLE OF CONTENTS
“EXPLORING TEACHERS’ EXPERIENCES OF SUPPORTING LEARNERS
DISPLAYING AGGRESSION IN (PRIMARY/ SECONDARY/SPECIAL/ FULL-
SERVICE) SCHOOLS ......................................................................................................... 3
TEACHERS’ PERCEPTION OF THE INFLUENCE OF DISRUPTIVE BEHAVIOUR
ON TEACHING AND LEARNING IN (PRIMARY/ SECONDARY/SPECIAL/ FULL-
SERVICE) SCHOOLS ......................................................................................................... 8
TEACHERS’ EXPERIENCES OF SUPPORTING LEARNERS WITH ATTENTION
AND HYPERACTIVITY DISORDER: A CASE IN (WRITE A PROVINCE OR
DISTRICT) ........................................................................................................................ 16
BULLYING IN (PRIMARY/ SECONDARY/SPECIAL/ FULL-SERVICE) SCHOOLS: A
CASE ON PREVALENCE, EFFECTS, AND PREVENTION STRATEGIES IN
(DISTRICT) ....................................................................................................................... 23
“UNDERSTANDING DEFIANT BEHAVIOUR: THE ROLE SCHOOL ENVIRONMENT
IN PROVING SUPPORT. .................................................................................................. 31
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 81 278 3372
“EXPLORING TEACHERS’ EXPERIENCES OF SUPPORTING LEARNERS
DISPLAYING AGGRESSION IN (PRIMARY/ SECONDARY/SPECIAL/ FULL-
SERVICE) SCHOOLS
2. Background to the Problem Statement
Aggression among learners in schools has become a serious concern in South
Africa and internationally. School violence includes behaviours such as bullying,
verbal abuse, physical fights and intimidation, which disrupt teaching and learning
and affect the safety of both learners and teachers (Furlong & Morrison, 2000). In
many schools, teachers are expected to manage these behaviours while still
delivering the curriculum effectively. This creates pressure on teachers, especially in
contexts where resources are limited and class sizes are large. Research shows that
aggressive behaviour is not only directed at peers but is also increasingly directed at
teachers, which further complicates classroom management and affects teacher
wellbeing (Espelage et al., 2014). This situation highlights the importance of
understanding how teachers experience and respond to learner aggression in their
daily work.
In the South African context, learner aggression is closely linked to broader social
challenges such as poverty, inequality and exposure to violence in communities.
Many learners come from environments where violence is normalised, and this
behaviour is often carried into the school setting (Mncube & Harber, 2013). Schools
therefore become spaces where these social problems are visible and must be
managed. Teachers often find themselves dealing with emotional, behavioural and
social issues that go beyond their formal training. This increases the complexity of
their role and requires them to act not only as educators but also as counsellors and
disciplinarians. The persistence of these challenges shows that learner aggression is
not an isolated issue but part of a wider social problem that affects the functioning of
schools.
Recent studies in South Africa show that teachers frequently experience aggression
from learners, which impacts their sense of safety and job satisfaction. Teachers
report incidents of verbal abuse, threats and even physical attacks, which create fear
and stress in the workplace (Venketsamy, 2024). Such experiences can lead to
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 81 278 3372
burnout, reduced motivation and a decline in teaching quality. When teachers feel
unsafe, their ability to create a positive learning environment is weakened. This
affects not only their own wellbeing but also the academic and social development of
learners. These findings suggest that learner aggression has serious consequences
for both teachers and the broader school environment.
Teachers’ experiences of dealing with aggression are also shaped by the types of
support available to them. In many cases, teachers report a lack of clear policies,
limited training and insufficient support from school management and external
services (Badimo, 2025). Without proper support, teachers may feel overwhelmed
and unsure of how to respond effectively to aggressive behaviour. Some teachers
rely on personal coping strategies rather than structured approaches, which can lead
to inconsistent responses in the classroom. This lack of consistency may worsen
behavioural problems over time. Effective support systems are therefore essential to
help teachers manage aggression in a way that is fair and constructive.
The causes of learner aggression are complex and varied. Factors such as family
instability, exposure to violence, peer influence and emotional difficulties all
contribute to aggressive behaviour in schools (Hendricks, 2024). In addition, some
learners struggle with self-control and social skills, which makes it difficult for them to
manage conflict in a positive way. Teachers need to understand these underlying
causes in order to respond appropriately. However, many teachers feel that they do
not have enough training in behavioural management or child psychology to deal
with these issues effectively. This gap between expectations and training creates
challenges in classroom management and learner support.
Teachers also hold different perceptions and attitudes towards learner aggression,
which influence how they respond to it. Some teachers view aggressive behaviour as
deliberate misconduct that requires strict discipline, while others see it as a sign of
emotional or social distress that needs support and intervention (Mweli, 2025).
These differing perspectives can lead to varied responses in similar situations.
Inconsistent responses may confuse learners and reduce the effectiveness of
discipline strategies. Understanding teachers’ perceptions is therefore important in
developing approaches that are both effective and supportive of learners.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 1 PSYCHOLOGY 2026
Unique number:
Due Date: May 2026
TABLE OF CONTENTS
“EXPLORING TEACHERS’ EXPERIENCES OF SUPPORTING LEARNERS DISPLAYING
AGGRESSION IN (PRIMARY/ SECONDARY/SPECIAL/ FULL-SERVICE) SCHOOLS ..... 3
TEACHERS’ PERCEPTION OF THE INFLUENCE OF DISRUPTIVE BEHAVIOUR ON
TEACHING AND LEARNING IN (PRIMARY/ SECONDARY/SPECIAL/ FULL-SERVICE)
SCHOOLS ........................................................................................................................... 8
TEACHERS’ EXPERIENCES OF SUPPORTING LEARNERS WITH ATTENTION AND
HYPERACTIVITY DISORDER: A CASE IN (WRITE A PROVINCE OR DISTRICT)......... 16
Terms of use
BULLYING By making
IN (PRIMARY/ SECONDARY/SPECIAL/ FULL-SERVICE) SCHOOLS: A CASE use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,orand
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 81 278 3372
TABLE OF CONTENTS
“EXPLORING TEACHERS’ EXPERIENCES OF SUPPORTING LEARNERS
DISPLAYING AGGRESSION IN (PRIMARY/ SECONDARY/SPECIAL/ FULL-
SERVICE) SCHOOLS ......................................................................................................... 3
TEACHERS’ PERCEPTION OF THE INFLUENCE OF DISRUPTIVE BEHAVIOUR
ON TEACHING AND LEARNING IN (PRIMARY/ SECONDARY/SPECIAL/ FULL-
SERVICE) SCHOOLS ......................................................................................................... 8
TEACHERS’ EXPERIENCES OF SUPPORTING LEARNERS WITH ATTENTION
AND HYPERACTIVITY DISORDER: A CASE IN (WRITE A PROVINCE OR
DISTRICT) ........................................................................................................................ 16
BULLYING IN (PRIMARY/ SECONDARY/SPECIAL/ FULL-SERVICE) SCHOOLS: A
CASE ON PREVALENCE, EFFECTS, AND PREVENTION STRATEGIES IN
(DISTRICT) ....................................................................................................................... 23
“UNDERSTANDING DEFIANT BEHAVIOUR: THE ROLE SCHOOL ENVIRONMENT
IN PROVING SUPPORT. .................................................................................................. 31
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 81 278 3372
“EXPLORING TEACHERS’ EXPERIENCES OF SUPPORTING LEARNERS
DISPLAYING AGGRESSION IN (PRIMARY/ SECONDARY/SPECIAL/ FULL-
SERVICE) SCHOOLS
2. Background to the Problem Statement
Aggression among learners in schools has become a serious concern in South
Africa and internationally. School violence includes behaviours such as bullying,
verbal abuse, physical fights and intimidation, which disrupt teaching and learning
and affect the safety of both learners and teachers (Furlong & Morrison, 2000). In
many schools, teachers are expected to manage these behaviours while still
delivering the curriculum effectively. This creates pressure on teachers, especially in
contexts where resources are limited and class sizes are large. Research shows that
aggressive behaviour is not only directed at peers but is also increasingly directed at
teachers, which further complicates classroom management and affects teacher
wellbeing (Espelage et al., 2014). This situation highlights the importance of
understanding how teachers experience and respond to learner aggression in their
daily work.
In the South African context, learner aggression is closely linked to broader social
challenges such as poverty, inequality and exposure to violence in communities.
Many learners come from environments where violence is normalised, and this
behaviour is often carried into the school setting (Mncube & Harber, 2013). Schools
therefore become spaces where these social problems are visible and must be
managed. Teachers often find themselves dealing with emotional, behavioural and
social issues that go beyond their formal training. This increases the complexity of
their role and requires them to act not only as educators but also as counsellors and
disciplinarians. The persistence of these challenges shows that learner aggression is
not an isolated issue but part of a wider social problem that affects the functioning of
schools.
Recent studies in South Africa show that teachers frequently experience aggression
from learners, which impacts their sense of safety and job satisfaction. Teachers
report incidents of verbal abuse, threats and even physical attacks, which create fear
and stress in the workplace (Venketsamy, 2024). Such experiences can lead to
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 81 278 3372
burnout, reduced motivation and a decline in teaching quality. When teachers feel
unsafe, their ability to create a positive learning environment is weakened. This
affects not only their own wellbeing but also the academic and social development of
learners. These findings suggest that learner aggression has serious consequences
for both teachers and the broader school environment.
Teachers’ experiences of dealing with aggression are also shaped by the types of
support available to them. In many cases, teachers report a lack of clear policies,
limited training and insufficient support from school management and external
services (Badimo, 2025). Without proper support, teachers may feel overwhelmed
and unsure of how to respond effectively to aggressive behaviour. Some teachers
rely on personal coping strategies rather than structured approaches, which can lead
to inconsistent responses in the classroom. This lack of consistency may worsen
behavioural problems over time. Effective support systems are therefore essential to
help teachers manage aggression in a way that is fair and constructive.
The causes of learner aggression are complex and varied. Factors such as family
instability, exposure to violence, peer influence and emotional difficulties all
contribute to aggressive behaviour in schools (Hendricks, 2024). In addition, some
learners struggle with self-control and social skills, which makes it difficult for them to
manage conflict in a positive way. Teachers need to understand these underlying
causes in order to respond appropriately. However, many teachers feel that they do
not have enough training in behavioural management or child psychology to deal
with these issues effectively. This gap between expectations and training creates
challenges in classroom management and learner support.
Teachers also hold different perceptions and attitudes towards learner aggression,
which influence how they respond to it. Some teachers view aggressive behaviour as
deliberate misconduct that requires strict discipline, while others see it as a sign of
emotional or social distress that needs support and intervention (Mweli, 2025).
These differing perspectives can lead to varied responses in similar situations.
Inconsistent responses may confuse learners and reduce the effectiveness of
discipline strategies. Understanding teachers’ perceptions is therefore important in
developing approaches that are both effective and supportive of learners.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
