Boys, bullying and belonging: understanding violent initiation at a South African school

Boys, Bullying and Belonging: Understanding Violent Initiation at a South African School

Social initiation practices in schools can normalize violence as a way for boys to navigate power and identity. Violence among students in South African schools remains a serious concern. In 2025, the Minister of Basic Education reported to parliament that hundreds of bullying cases had already been recorded in the year's first weeks. Since then, further alarming incidents have captured public attention.

These events reflect the country's high violence rates but also reveal deeper systemic issues in South African schools. To address this, the government introduced the National School Safety Framework in 2015. This framework established minimum safety standards and helped schools understand their responsibilities. It highlighted “the relationship between violence and other ecological factors relating to safe and caring schools by locating the school within its broader community.”

The framework acknowledges the structural factors behind violence in schools. However, the ongoing increase in interpersonal violence among students calls for renewed focus, particularly on schoolboys.

Research Focus and Findings

Our research interests include the anthropology of masculinities and health, inclusive education, and children’s geographies. In a recent study, we identified a school practice called ukufikisana: an initiation ritual where senior boys assert dominance over juniors, often using violence and intimidation.

“The relationship between violence and other ecological factors relating to safe and caring schools by locating the school within its broader community.”

This practice exemplifies how power dynamics and violent initiation are embedded in school cultures, contributing to the broader problem of youth violence in South African education environments.

Summary

Violent initiation rituals among boys are a symptom of wider systemic challenges in South African schools, highlighting the urgent need for focused interventions addressing masculinity, power, and school culture.

The Conversation — 2025-11-04