Tackling School-based Violence in Secondary Schools in Cameroon: A Stakeholder Approach

Abstract

School-based violence in Cameroonian secondary schools has escalated into a pervasive crisis, undermining the educational environment, student well-being, and broader socio-economic development. Despite existing governmental policies, incidents of bullying, physical altercations, and psychological abuse remain rampant. This qualitative study explores the dynamics of school-based violence from a stakeholder perspective, theoretically grounded in General Strain Theory and Procedural Justice Theory. Utilizing a phenomenological approach, semi-structured interviews were conducted with 20 key education stakeholders including teachers, principals, and administrative delegates in the Buea region. Thematic analysis of the data revealed profound concerns regarding the disruption of the teaching-learning process, deteriorating mental health, and the proliferation of substance abuse among students. The predominant forms of violence identified were physical assault, psychological/verbal abuse, and bullying, driven by intersecting individual, familial, school, and socio-cultural factors. To effectively mitigate this crisis, stakeholders strongly recommended a multi-tiered intervention strategy consisting of: cultivating a positive and inclusive school climate, forging robust school-family-community partnerships, curtailing access to alcohol and illicit substances, and implementing comprehensive, school-wide behavioral support policies. The findings underscore that tackling school violence necessitates a coordinated, holistic approach to safeguard the physical and moral integrity of the educational system in Cameroon.