The Mental Health of Grade 9 Learners Presenting with Aggressive Behaviour in the Ekurhuleni North District of Gauteng
Eunice Sekgobela
ABSTRACT
Background: Aggressive behaviour among secondary school learners is a tenacious global concern with significant psychological, social, and educational implications. In South Africa, aggression is prevalent and has significant effects on learners’ mental health, development, and academic outcomes.
Objective: This study explored personal psychological factors associated with aggressive behaviour among Grade 9 learners, considering psychological, familial, educational, and socio-economic areas.
Methods: The study employed a qualitative design with content analysis. Nine Grade 9 learners (aged between 12–15) from a mainstem public school in Gauteng were selected via purposive sampling. Data encompassed semi-structured interviews, psychological profiling (CYMHPS), ACE questionnaire, SDQ, DSM-V screening, and learner collages. Audio-recorded interviews were transcribed verbatim and analysed thematically, with sampling continuing until data saturation.
Results: Four themes emerged: (1) psychological factors (psychiatric symptoms, rejection, jealousy, dominance); (2) family-related factors (conflict, parenting styles, lack of supervision, exposure to violence); (3) educational factors (teacher attitudes, peer influence, lack of school support); (4) socioeconomic factors (poverty, impatience, neighbourhood violence, intolerance). Risk and resilience factors were identified across domains.
Conclusion: Adolescent aggression is multidimensional and entrenched in psychological, familial, educational, and socio-economic environments. Interventions should target mental health support, positive parenting, teacher training, and socio-emotional skills like patience and self-regulation.
