Disciplinary issues in special education: Teachers’ experiences and attribution

Abstract

Background: Special education facilities are designed to support learners with special needs. These efforts are vital for ensuring inclusive, equitable education and promoting lifelong learning, which aligns with the Sustainable Development Goals. However, a positive learning environment, including addressing disciplinary issues, is necessary for learning. Objectives: This study explored the disciplinary issues that teachers experience in special schools and the contributing factors. Method: The study adopted an interpretive paradigm and employed a qualitative methodology using a phenomenological design. It was grounded on Bronfenbrenner’s Ecological Systems Theory. The data were collected through semi-structured interviews with six special school teachers from two purposely selected secondary special schools and the data were analysed using inductive content analysis. Results: Teachers in special schools attributed learner indiscipline to disengagement, absenteeism, and bullying. These behaviours were linked to a variety of factors such as curriculum pressure, teacher leniency, family dynamics, communication barriers, social grant support, racial influences, peer influence and disability-related behaviour. Conclusion: A holistic approach that includes enhancing teacher training to equip educators with effective classroom management strategies and strengthening home-school partnerships through regular communication and parenting workshops to support family dynamics and address behavioural concerns is recommended. Moreover, training for adapting the curriculum to be more inclusive and diverse learning, as well as establishing peer mentoring programmes to encourage positive behaviour and reduce bullying through social support, are recommended. Contribution: The study contributes to the knowledge surrounding indiscipline in special schools and opens further options for contribution to measures that could be implemented.