Towards developing a cyberbullying policy for private schools in South Africa: policy considerations at a private school in Gauteng Province, South Africa

Abstract

Cyberbullying is a growing problem in schools, posing unique legal and management challenges. I conducted a qualitative, case study grounded in the critical realism paradigm and employed multiple data-collection methods, such as a document study, document analysis, semi-structured interviews, focus groups and qualitative questionnaires. Using criterion-based, purposive sampling, I recruited information-rich participants such as the principal, deputy-principal, school counsellor, educators, and learners. A document study of the legal framework governing cyberbullying brought to the fore an absence of a departmental policy regulating cyberbullying in schools and thus the need to consider various general and education specific law and policy when adopting a school cyberbullying policy. The empirical study confirmed the need to follow a whole-school approach during policy development. Using both the legal framework and the findings from the empirical study, I compiled a prototype cyberbullying policy for private schools; so doing, realising the aim of the study.