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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

Research by experts published in Nature
2011-06-02

 
The members of the research group are, from the left, front: Christelle van Rooyen, Mariana Erasmus, Prof. Esta van Heerden; back: Armand Bester and Prof. Derek Litthauer.
Photo: Gerhard Louw

A  research article on the work by a team of experts at our university, under the leadership of Prof. Esta van Heerden, and counterparts in Belgium and the USA has been published in the distinguished academic journal Nature today (Thursday, 2 June 2011).

The article – Nematoda from the terrestrial deep subsurface of South Africa – sheds more light on life in the form of a small worm living under extreme conditions in deep hot mines. It was discovered 1,3 km under the surface of the earth in the Beatrix Goldmine close to Welkom and is the first multi-cellular organism that was found so far beneath the surface of the earth. The worm (nematode) was found in between a rock face that is between 3 000 and 12 000 years old.

The research can shed some new light on the possibility of life on other planets, previously considered impossible under extreme conditions. It also expands the possibilities into new areas where new organisms may be found.

These small invertebrates live in terrestrial soil subjected to stress almost for 24 hours They live through sunshine, rain, scorching temperatures and freezing conditions. Through time they developed a means to cope with harsh conditions. Terrestrial nematodes (roundworms, not to be confused or related to earthworms) are among those very tough small invertebrates that deal with those conditions everywhere. After insects they are the most dominant multi-cellular (metazoan) species on the planet having a general size of 0,5 to 1 mm and are among the oldest metazoans on the planet, Nature says in a statement on the article.

They inhabit nearly every imaginable habitat form the deep seas to the acid in pitcher . Some nematodes simply eat bacteria and these are the ones we study here. Terrestrial nematodes have developed a survival stage that can take them through hard times (absence of food, extreme temperatures, too little oxygen, crowding, and more).

At the head of the research was Prof. Gaetan Borgonie of the Ghent University in Belgium and a world leader in the discipline of nematode research. He was brought into contact with the South African research leader, Prof. Esta van Heerden, who set up a cooperation agreement with the University of Ghent and Prof. Borgonie. Prof. Van Heerden manages the Extreme Biochemistry group at the UFS and the research was funded by several research grants.

The search for worms began in earnest in 2007, but it was soon clear that the sampling strategy was insufficient. A massive sampling campaign in 2008-2009 in several mines led to the discovery of several nematodes and the new nematode species Halicephalobus mephisto. It is named after the legend of Faust where the devil, also known as the lord of the underworld is called Mephistopheles.

Nature says special filters had to be designed and installed on various boreholes. Unfortunately, there is no easy way of finding a magic formula and designs had to be adapted by trial and error; improving existing designs all the time. The work of the UFS Mechanical Workshop, which manufactured, adapted and helped design it, was crucial in this respect. Filters were left on the holes for varying periods, sometimes for a few hours and sometimes for months. Prof. Derek Litthauer from the UFS played a big role in sampling, filter designs and coming up with ideas for names for the new nematode with Prof. Borgonie.

Research showed that the nematodes can live in the deep for up to 12 000 years. Three students – Armand Bester, Mariana Erasmus and Christelle van Rooyen from the UFS – did the work on this.

The importance of multi-cellular animals living in the ultra-deep subsurface is twofold: The nematodes graze on the existing bacterial population and influence their turnover. Secondly, if more complex multi-cellular organisms can survive in the deep subsurface on earth, this may be good news when looking for life on other planets where the surface is considered too inhospitable (e.g. Mars). Complex life forms can be found in ecosystems previously thought to be uninhabitable. Nature says this expands the possibilities into new areas where new organisms may be discovered.

Future research will focus on selective boreholes to look for more metazoans, so that a better idea of the complexity of the ecosystems there can be obtained. It will also look for metazoans in the deep subsurface on other continents to determine similarities and differences.

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