Delinquent behaviours influencing learners’ academic achievement at secondary schools in Nemanwa community, Zimbabwe

Marvelous Marenyenya

doi:10.38140/ijspsy.v3i1.899

Authors

Marvelous Marenyenya Morgenster Teachers College, Zimbabwe

DOI:

https://doi.org/10.38140/ijspsy.v3i1.899

Keywords:

Juvenile Delinquency, Academic Achievement, Delinquent behaviours, Secondary School, Learners

Abstract

This study explores the influence of juvenile delinquent behaviours on learners’ academic achievement at secondary schools. This study employed a qualitative interpretive approach through a phenomenological research design. Data were generated through semi-structured interviews. Twenty-four participants were purposively sampled from three secondary schools in Nemanwa Community in Masvingo District, Zimbabwe. Participants involved three school heads, three senior teachers, six disciplinary committee members, and twelve secondary school learners. The thematic findings revealed that pathogenic family patterns, such as juvenile delinquent behaviours could negatively influence the learners’ academic achievement. Pathogenic family patterns include broken homes, poverty, orphanhood, domestic violence, divorce, and child-headed families. The results further demonstrated that peer-related delinquent behaviours such as violence, substance abuse, bullying, prostitution, disobedience, absenteeism, and peer influence could influence learners’ academic achievement negatively or positively. This study recommends that parents, teachers, law enforcement agents, policymakers, human rights organisations, and the community should work hand in hand to curb delinquent behaviours and promote academic achievement at secondary schools.

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