Reactive Discipline, Suspension, and Escalating Learner Misconduct in Malawi

Abstract

Learner discipline remains a critical concern in secondary education because of its influence on school climate, academic achievement, and learner development. Despite policy reforms promoting supportive and restorative approaches, many Malawian secondary schools continue to rely on reactive disciplinary strategies such as corporal punishment, suspension, and expulsion. This study assessed the effectiveness of reactive discipline management strategies in addressing learner misconduct and maintaining conducive learning environments in Malawian secondary schools. An embedded mixed-methods design was employed, combining quantitative survey data from 380 participants with qualitative evidence derived from 12 semi-structured interviews and five critical incident case studies. Quantitative data were analysed using binary logistic regression, while qualitative data were subjected to thematic analysis. Findings revealed widespread reliance on punitive approaches, with physical punishment (84.8%) and suspension (78.4%) being the most frequently used disciplinary strategies. However, logistic regression results indicated no statistically significant relationship between reactive disciplinary strategies and improved learner behaviour (p > .05). Qualitative findings further demonstrated that punitive interventions often intensified learner resentment, disengagement, and collective resistance. The study introduces the concept of iatrogenic discipline, describing disciplinary interventions that inadvertently produce outcomes contrary to their intended objectives. Additional evidence revealed contextual blindness, whereby learners were disciplined for behaviours rooted in poverty, family instability, and psychosocial challenges. The study concludes that reactive discipline strategies are ineffective in producing sustainable behavioural change and may contribute to educational exclusion and institutional instability. The study recommends strengthening school-based counselling services, adopting restorative justice approaches, implementing early warning systems, and promoting transformational leadership practices to support inclusive and sustainable learner behaviour management.