Drivers of Indiscipline and Learning Loss Dynamics in Bulawayo Same-Sex High Schools, Zimbabwe

This study critically examined the root causes of learner indiscipline in same-sex high schools across Bulawayo Metropolitan Province, Zimbabwe, and explored sustainable, locally grounded solutions to address the issue. Rising incidents of misconduct, ranging from bullying and physical confrontations to substance abuse, have become a pressing concern for the Ministry of Primary and Secondary Education, school administrators, and surrounding communities. These behaviors not only disrupt learning environments but also undermine broader educational goals aligned with national development and Sustainable Development Goal 4. To unpack the complexity of the problem, the researcher adopted a mixed-methods design, combining qualitative and quantitative techniques to triangulate data and enhance the study’s reliability and validity. Grounded Theory provided the conceptual lens through which individual and group experiences were explored, while an inductive approach allowed for the emergence of context-specific patterns and themes. Data collection involved open-ended questionnaire guides and structured poll discussions with learners, educators, and community members. Thematic analysis was employed to interpret the qualitative data, revealing nuanced insights into the lived realities of those affected. Purposive sampling ensured that participants were selected based on their proximity to and experience with disciplinary challenges in same-sex schools. The findings identified several interrelated drivers of indiscipline, including negative peer pressure, lack of parental guidance due to broken family structures, and the increasing prevalence of alcohol and drug abuse among adolescents. These factors were found to exacerbate tensions within school settings, often culminating in aggressive behaviors and social withdrawal. In response, the study advocates for a shift away from punitive, corporal approaches toward restorative and inclusive disciplinary models. Recommendations include the implementation of intensive school-based counselling programs, the active involvement of parents, religious leaders, and community stakeholders, and the development of clear, context-sensitive disciplinary policies. Schools are encouraged to institutionalize these frameworks to ensure consistency, fairness, and the promotion of positive learner behavior. Ultimately, the study contributes to the broader discourse on educational reform in Zimbabwe by offering actionable strategies that align with both local realities and global best practices.

Indiscipline, same-sex schools, bullying, corporal punishment, drug abuse

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