Perspectives of the Representative Council of Learners in The Management of Learner Indiscipline in Multiple Deprived Contexts

Abstract

The role of learners in addressing indiscipline among their peers in school is vital. Learners are well-positioned to contribute meaningfully to this challenge through active involvement in school governance. This study sought to explore the perspectives of the Representative Council of Learners (RCL) in managing learner indiscipline. A qualitative research approach was adopted, and data were collected using semi-structured interview schedules. Participants included two teachers, two members of the School Management Team (SMT) who also serve as parents, and four student leaders. The data were analysed using a thematic analysis approach, with findings organized around emerging themes. These findings revealed that RCL tackles indiscipline in schools by promoting peer-led advocacy for positive behaviour, facilitating communication between learners, teachers, and parents, and helping develop inclusive policies that foster a collaborative environment. In addition, factors that pose challenges for RCL in managing indiscipline behaviours among learners include peer pressure, socio-environmental backgrounds, inconsistent enforcement of school rules, unresolved emotional issues, limited learner involvement in decision-making, and the hardships faced by learners from child-headed households or impoverished communities. In response to these challenges, Education policy should be revised to mandate the inclusion of RCL members in school rule formulation, disciplinary structures, and governance bodies like the Disciplinary Sub-Committee (DSSC). Also, the Department of Basic Education should implement monitoring systems to evaluate the extent to which learners are included in school governance and how RCLs contribute to managing discipline.