Boys, Bullying and Belonging: Understanding Violent Initiation at a South African School
Social initiation practices at schools can normalize violence as a way for boys to navigate power and identity. Violence among learners in South African schools remains a serious issue. In 2025, the Minister of Basic Education reported to Parliament that hundreds of bullying cases were documented within just the first few weeks of the year.
Since then, several alarming incidents have increased public concern. These events reflect the broader high levels of violence in South Africa but also indicate systemic problems within the school environment.
Government Response and Challenges
In 2015, the government introduced the National School Safety Framework to establish minimum safety standards and guide schools in fulfilling their responsibilities. The framework recognized “the relationship between violence and other ecological factors relating to safe and caring schools by locating the school within its broader community.” This highlights an understanding of structural factors influencing violence in schools.
Despite these measures, the ongoing rise in interpersonal violence among learners signals an urgent need for focused attention, particularly regarding boys in schools.
Research Insights on Masculinity and Initiation
Our research focuses on the anthropology of masculinities, health, inclusive education, and children's geographies. In a recent study, we observed a practice called ukufikisana: an initiation ritual through which senior boys dominate juniors, often using violence and intimidation to assert power.
“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 violent initiation is intertwined with social dynamics and identity formation among schoolboys.
Summary
The persistence of violent initiation rituals among boys in South African schools reveals deeper social and structural challenges that require renewed interventions grounded in understanding masculinity and school-community relations.
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