DOI: 10.12688/f1000research.184750.1 ISSN: 2046-1402

Governing in the Shadow of Violence: School Governing Bodies and the Safety Governance Gap in High-Violence Secondary Schools in Gauteng

Kemoneilwe Noreen Metsing
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Background School Governing Bodies (SGBs) in South Africa hold a statutory duty under the South African Schools Act 84 of 1996 to create a safe, orderly environment. In high-violence secondary schools serving disadvantaged communities, this duty is not discretionary but constitutionally grounded and legally enforceable. Yet the empirical reality of SGB functioning under severe, chronic violence remains poorly documented. This article examines how the SGB’s safety governance mandate is experienced and enacted, or not, in five such schools in Gauteng. Methods A qualitative multiple case study design was used. Data were generated through focus group interviews with 30 teachers serving on School-Based Support Teams (SBSTs), semi-structured interviews with five principals, documentary review of Codes of Conduct, incident books, logbooks and safety committee records, and non-participant observation. Inductive thematic analysis was applied. Trustworthiness was established through triangulation, member checking and an audit trail. Results Three interrelated themes emerged. First, teachers and principals perceived the SGB as disengaged from its safety governance mandate, with serious incidents, weapon carrying, drug-related assaults, substance-linked fighting, and redirected to the SBST rather than addressed by the SGB or school management. Second, the legislative architecture governing school safety is extensive and robust, but its implementation in these schools is characterised by non-compliance, policy fragmentation and inadequate resourcing. Third, the whole-school approach envisaged in policy, is not operationalised in practice: safety management is reactive, under-resourced, and siloed within individual teachers rather than embedded in governance structures. Conclusions The SGB’s safety governance function is a structurally underdeveloped resource in South African secondary schools serving disadvantaged communities. A governance-centred approach to school safety, in which the SGB, school management, SBST, and external agencies operate within a coherent, legislatively anchored architecture, is both feasible and necessary. Recommendations for the Department of Basic Education, district offices and principals are identified.

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