Bullying, humiliation, discrimination and harsh punishment can all undermine a child's sense of dignity at school. This study asked how school leaders understand children's right to dignity, and how they try to protect it day to day.
The researchers worked in two public primary schools in the Ehlanzeni District, Mpumalanga Province, South Africa. They interviewed eight members of school management teams: principals, deputy heads and departmental heads. They also analysed school documents. This is a qualitative study, meaning it draws on people's words and experiences rather than counting results. The children themselves were not surveyed, and no child ages are given.
Leaders linked dignity to respect, fairness and belonging
The leaders described dignity as respect, fairness, inclusion and recognising each child's inherent worth. In both schools, they said they promoted it through several routes:
- awareness initiatives
- ethical leadership
- putting school policies into practice
- supportive discipline
- anti-bullying measures
- working with parents and others in the school community
One school spoke of rights, the other of belonging
The two schools stressed different things. Leaders at School 1 more often used explicit language about rights and anti-bullying. Leaders at School 2 more often talked about belonging, shared values, adults modelling respectful behaviour, and keeping home and school consistent with each other.
The study does not say which approach worked better. It only shows that dignity can be built in more than one way.
The obstacles: uneven teacher practice, thin resources and weak home links
The leaders said their efforts were held back by:
- inconsistent practices among educators
- limited resources
- weak parental involvement
- cultural and language differences
- children's behavioural challenges
- wider community influences
Because this is a view from school leaders, it may not match what teachers, parents or children would say. With only two schools and eight participants, the findings cannot be assumed to apply elsewhere. The study did not cover Singapore or other Asian school systems.
The authors recommend ongoing dignity and human-rights education for pupils and staff, staff training focused on dignity, clearer anti-bullying procedures, restorative discipline and stronger home–school collaboration. Restorative discipline means helping a child understand and repair harm rather than simply punishing.
Ideas from the study that parents can use
- Ask your child's school how bullying is reported and handled, since the authors call for clearer anti-bullying mechanisms.
- Ask whether discipline focuses on repairing harm, as the study's restorative approach recommends, rather than on punishment alone.
- Echo your child's school values at home and stay in touch with teachers, because leaders named weak parental involvement as a barrier.