Confronting early bullying: The transformative role of foundation phase teachers in fostering inclusive and conducive classrooms

Abstract

Bullying behaviours often emerge during early childhood yet are frequently minimised or normalised in Foundation Phase classrooms, limiting opportunities for early intervention. Foundation Phase teachers are therefore strategically positioned to identify, address, and prevent bullying during its formative stages. This qualitative study explores the preparedness of Foundation Phase pre-service teachers to respond to bullying during school-based learning in South African primary schools. Guided by a humanising theoretical framework, the study involved 60 third-year pre-service teachers enrolled in a Bachelor of Education programme at a South African university. Data were generated through reflective narrative essays and analysed using critical thematic analysis. The findings indicate that bullying manifests in verbal, physical, and relational forms and is shaped by broader socio-economic inequalities, overcrowding, and limited institutional support. The findings inform practical recommendations for classroom practice, teacher education and policy aimed at fostering inclusive and emotionally safe learning environments.