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26 April 2021 | Story Dr Emmanuel Mayeza
Dr Emmanuel Mayeza
Dr Emmanuel Mayeza is a Senior Lecturer in the Department of Sociology at the University of the Free State.

Opinion article by Dr Emmanuel Mayeza, a Senior Lecturer in the Department of Sociology, University of the Free State

On Monday 12 April 2021, Lufuno Mavhunga, a 15-year-old female learner at Mbilwi Secondary School in Limpopo, South Africa, was aggressively assaulted by another learner at school. The video showing the humiliating violent attack was circulated on various social media platforms. Sadly, Lufuno subsequently died as a result of suicide. During the bullying incident, bystanders (her school mates) watched, cheered, laughed, and recorded videos of the incident. The alleged perpetrator (another 14-year-old female learner at the same school) has since been arrested by the police and charged with assault. The school will institute disciplinary action against the bystanders who failed to assist and protect Lufuno. Lufuno’s family, however, believes that the school did not do enough to support Lufuno after the incident was reported to the school principal.

The victimisation of Lufuno could have been prevented, and I will show in this article what can be done to stop and prevent bullying in South African schools.

Suicide: the ultimate consequence of being bullied at school

Lufuno’s victimisation and her tragic death highlight the scourge, as well as the seriousness, of the problem of bullying in South African schools. School-based bullying has various consequences for everyone at school, but victims often incur the most devastation from bullying. The consequences of being bullied at school include the development of psychological and emotional problems such as distress, damaged self-esteem, anxiety, depression, and suicidal thoughts. If these problems are not addressed timeously or appropriately, it could ultimately result in suicide. Although Lufuno’s victimisation was reported to the school authorities, the deceased young victim did not receive any professional psychological counselling following the traumatic experiences of being bullied and the video of this incident being shared on social media. It seems that the victim dealt with the bullying mostly by herself and that the people who knew about the bullying did not take her ordeal and anxieties seriously enough.

Bullying is gendered and complex: Girls as victims and as bullies

Bullying is a form of gender violence. It is based on the asymmetrical relations of power that are prevalent in our patriarchal society. The key feature of such relations is men and boys assuming authority, domination, and control through violence against girls, women, and femininities. However, Lufuno’s victimisation draws our attention to the complexities of bullying and gender power relations among learners at school. Although boys and men often emerge as perpetrators of violence against girls and women, bullying in schools is a complex issue and girls are not always the passive victims of male violence.  Both girls and boys can become victims and bullies. Bullying is an expression of power, and girls too are capable of expressing power through forms of violence against other girls and against some boys. Indeed, a recent study on bullying among learners in a South African primary school highlights the vulnerability of younger boys to violence perpetrated by older girls at school ( https://doi.org/10.15700/saje.v41n1a1858 ). Therefore, we must acknowledge that the victimisation of Lufuno by another girl is not something unique. Gender relations are dynamic, and we can see that girls too have learnt how to use violence to express power and to claim dominance over other learners in schools.

What needs to be done to stop and prevent school-based bullying? 

While the processes of the criminal justice system regarding Lufuno’s victimisation are underway, effective prevention programmes are also required in order to stop bullying at school. Such programmes must be designed with the view to empower everyone at school with skills and knowledge on how to prevent bullying from happening, and how to react appropriately when bullying is witnessed or reported. To end bullying, the school should consider addressing bystanders, improving the availability of professional support services to victims of bullying, re-thinking the curriculum, and establishing stronger partnerships with other stakeholders.

All learners at the school must be addressed in terms of the roles that they can play as active bystanders who are committed to ending bullying. Bystanders must be empowered so that they know what bullying constitutes and are able to see when bullying happens and know how to intervene appropriately to stop it and protect the victim. They must know the seriousness of bullying and its consequences, and that this includes suicide. Bystanders must understand that posting a video or a photo on social media showing someone being abused is in itself also a form of bullying. Bystanders must be informed that they have a responsibility to report any form of bullying they witness at school to the school authorities or to their parents or guardians.

When learners have reported bullying, school authorities need to take the reported incident seriously and act appropriately, especially in terms of supporting the victim. To reduce the risk of victims committing suicide, professional psychological counselling support must be offered to the victims without delay. However, the risk of committing suicide among victims of bullying can only be significantly reduced if proper resources and victim support services are available at the school. The lack of such resources and services at Mbilwi Secondary School presents a major risk for victims to resort to suicide.  

The school should also explore possibilities of developing learning programmes that will foreground bullying and raise awareness about this serious issue. Such programmes should be compulsory for all learners and must be designed to encourage learners to speak out about their experiences, perceptions, and anxieties around bullying. Consequences of bullying and what needs to be done to stop and prevent school-based bullying should also form part of the topics for discussion within such learning programmes.

However, the school cannot be successful in its efforts towards ending bullying if it acts alone. The violent behaviour that learners demonstrate at school reflects, to a large extent, the normalised violence within households and communities. The school, therefore, must form strong partnerships with parents, communities, government, religious institutions, and other relevant stakeholders to explore effective ways of addressing bullying at school. The school must engage productively with these different stakeholders, and such engagements should also include learners’ voices and perspectives on the issue of bullying and how to end it.

News Archive

UFS teams up with Department of Agriculture and donates latest farming technology to Oppermans
2009-03-09

 
Attending the recent launch of the latest technology that measures the salinity of soil – the EM38 system – during an information day held in Jacobsdal were, from the left, back: Mr Robert Dlomo, a farmer from Pietermaritzburg in KwaZulu-Natal, Prof. Leon van Rensburg, Department of Soil, Crop and Climate Sciences at the UFS, Mr Sugar Ramakarane, head of the Department of Agriculture in the Free State, Dr Motseki Hlatshwayo, national Department of Agriculture, and Prof. Herman van Schalkwyk, Dean of the Faculty of Natural and Agricultural Sciences at the UFS; front: Mr Robert Smith and Mr Fagan Scheepers from Oppermansgronde, who will be working with the EM38 system in the area.
Photo: Landbouweekblad
UFS teams up with Department of Agriculture and donates latest farming technology to Oppermans

Emerging and commercial farmers of the Oppermans Community in the Northern Cape will now be able to monitor the salinity levels on their farms effectively for the first time.

This is as a result of a donation of the latest technology that measures the salinity of soil – the EM38 system – which the University of the Free State (UFS) is donating to the community.

The unique project was launched by the Department of Soil, Crop and Climate Sciences at the UFS and the Department of Agriculture in the Free State during an information day held at Jacobsdal recently.

The day was attended by members of the Oppermans Community and representatives of the UFS as well as the Department of Agriculture. Mr Sugar Ramakarane, Head of the Department of Agriculture in the Free State, did the welcoming and several academics from the UFS held discussions about various topics related to the salinity levels in soil.

Since the establishment of the Oppermans Community emerging farmers are now for the first time able to accurately monitor the salinity levels on their farms as well as that of irrigation schemes of commercial farms in the area.

“In a region such as the Northern Cape it is very important that the salinity level of soil is monitored properly. As water is administered to crops, salts accumulate in the soil because the roots leave most of the salts in the soil when it transpires. When the salinity of soil increases, the osmotic potential thereof can also increase, which can seriously damage the water intake of crops and can create loss in yield and income,” said Prof. Leon van Rensburg from the Department of Soil, Crop and Climate Sciences at the UFS and leader of the Oppermans Project.

To assist the farming community of Oppermans to apply precision farming and to measure the salinity level of soil more accurately the latest technology that measures salinity in soil – the EM38 – will be donated to the community. Although the system is used throughout the world, the UFS is the only tertiary institution in the country that owns the latest version of this system.

“We are also training two persons from the Oppermans Community as technicians that will monitor the use of the system. The advantage of the donation of the system for the university is that we can gather data that can be used for research purposes by our Master’s and Doctoral students. We also want to see if water-table heights can be measured with this system,” said Prof. Van Rensburg.

According to him the system has several advantages for the community’s emerging farmers. “For the first time the salinity level of soil can now be measured accurately, salt maps can be drawn up, we can advise farmers about the corrections that need to be made and salinity management plans can be compiled,” he said.

The system is very accurate as it takes measurements every 200 mm while it is pulled by a four-wheel motorbike. The readings provide the distribution of salts up to a soil depth of 1 500 mm. “In the past the measuring of salinity levels was time-consuming and the cost thereof was R90 for one sample. The new system is more cost-effective,” stated Prof. Van Rensburg.

The instruments will be handed over to the African Spirit Group of the Oppermans Community, who will then become the owners. The service to farmers will then be managed by an operational group consisting of people from the Oppermans Community, a postgraduate student who can compile salinity maps and Prof. Van Rensburg, who will act as project leader and advisor.

The system will also be made available to farmers at the Riet River and Vaalharts Schemes.

Media Release
Issued by: Lacea Loader
Assistant Director: Media Liaison
Tel: 051 401 2584
Cell: 083 645 2454
E-mail: loaderl.stg@ufs.ac.za  
9 March 2009
 

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