Safety factors associated with mathematics achievement in South African primary schools

Abstract

According to the South African Constitution, all children have a right to equitable education which is free from harm. According to the South African Children’s Amendment Act No. 41 of 2007, it is a legal requirement that cases of violence against schoolchildren be reported to law enforcement officials. Still, news of horrendous incidents in schools continues to grab South African news headlines. The creation of a safe environment conducive to learning is vitally important in the academic achievement of learners. All learners have the right to basic education as a fundamental human right, and this can be fulfilled only when all learners have access to education in a safe school environment. Safety factors associated with the South African Grade 5 mathematics achievement were investigated. A quantitative design, a deductive approach, a positivist philosophical stance and a secondary data analysis study design were followed. In this study, I analysed the 2019 data of the Trends in International Mathematics and Science Study for respondents from South Africa and proposed a model containing 10 constructs, consisting of nine independent variables (gender, socio-economic status and seven variables related to safety aspects in schools) and one dependent variable (mathematics achievement). The multilevel analysis using HLM software indicated that not feeling safe at school, property being stolen or purposefully damaged, being hit, hurt or threatened, living in an impoverished area, having a shortage of or inadequate school buildings and grounds, and intimidation or verbal abuse of teachers or staff were the best predictors of mathematics achievement of Grade 5 learners. I conclude with recommendations and a summary.