The BELA Act and school discipline

Balancing justice, correction, and human development

- SOLOMON CHIBAYA

IT HAS long been said that to err is human.

In the classroom, this truth is clearly visible: children, naturally curious, often test boundaries and sometimes overstep them, knowingly or unknowingly. For educators, acting in loco parentis, the responsibility goes far beyond simply punishing misbehaviour. Their task is to correct, guide, and nurture learners into responsible members of society. The Basic Education Laws Amendment (BELA) Act, which is currently at the centre of debate in South Africa, brings into sharp focus a fundamental question: how can schools maintain order and fairness while upholding learners’ dignity and supporting their development?

Why discipline matters

Nearly a third of learners leave school prematurely, and ill-discipline plays a significant role in this worrying trend. Discipline, therefore, is not about control for its own sake. It creates order and safety, ensures fairness among learners, protects individuals and school property, and nurtures moral and personal growth. Most importantly, it seeks to correct behaviour - not for retribution, but for the learner's future.

It is here that we must distinguish discipline from punishment. Punishment is rooted in retribution, often producing pain, resentment, and alienation. Discipline, on the other hand, is developmental in nature. It seeks growth, respect, and correction. Understanding this distinction is essential to appreciating the transformation that the BELA Act introduces to the narrative of school discipline.

Levels of misconduct

The Act clarifies responses to misbehaviour by categorising misconduct according to severity. Minor misconduct, including minor offences such as tardiness, disobedience, or disruptive behaviour, can be dealt with through verbal and written warnings, academic tasks, or acts of restitution.