I am Prof Roelf Reyneke (Phd), an adjunct professor in the Department of Social Work at the University of the Free State. As a dedicated academic in the field of social work, I have published various journal articles in both national and international journals.I am proud to have edited the book "Restorative Discipline: The Law and Practice," to which I also contributed several chapters. My expertise is further demonstrated through my contributions to numerous other academic books, reflecting my commitment to advancing knowledge in social work.My research focuses on social services within school settings, with a particular emphasis on restorative discipline, trauma-sensitive schools, and the roles of social workers and other social service professionals in educational environments. My work aims to improve the support systems available to students, fostering environments where restorative and trauma-informed practices are effectively implemented.In addition to my scholarly work, I am an experienced speaker and trainer, having presented workshops and papers at both national and international conferences. I also conduct specialized trainings and workshops for schools, helping educators and administrators implement trauma-informed and restorative discipline practices.My dedication to enhancing social services in schools has significantly impacted the field, shaping policies and practices that benefit students, educators, and communities. Address: Department of Social work, University of the Free State
In response to the pervasive violence affecting children's psychosocial wellbeing in South Africa... more In response to the pervasive violence affecting children's psychosocial wellbeing in South Africa, the Adopt-a-School Foundation introduced the Thari programme, targeting behavioural challenges that manifest in gangs, substance abuse and classroom disruptions. This article presents findings from a pilot project in Botshabelo, Free State, where gangsterism, academic struggles and social issues prevailed. The main study used an exploratory sequential mixed-methods design (qualitative/quantitative), but this article reports only on a part of the qualitative data from group and individual interviews that explored participants' perspectives. The study focused on children's behavioural challenges and observed school changes during implementation of the Thari programme. Results show a notable reduction in gangsterism and psychosocial issues, leading to decreased disruptive behaviour among children and highlighting improved behaviour after the introduction of psychosocial services.
Unsafe and violent schools are a widespread problem in South Africa. This paper argues that Adver... more Unsafe and violent schools are a widespread problem in South Africa. This paper argues that Adverse Childhood Experiences (ACEs) contribute to this phenomenon. While various individual and community-level interventions to address ACEs have been reported on, the contribution of safe parks towards preventing school violence has not yet been explored. To support schools in dealing with violence, the Adopt-a-School Foundation introduced a pilot project at eight schools in Botshabelo in the Free State Province. The programme included psychosocial support services, establishing safe parks, and ensuring community involvement. The goal was to improve school communities by creating environments that are empowering, academically effective, gender sensitive and free from violence. Although there are safe parks in communities around South Africa, they are an uncommon sight at schools. This paper reports on the quantitative study conducted on safe parks’ contribution to making schools safer and less violent. Results show that safe park activities improve community well-being, including reduced gangsterism, enhanced learner safety, and decreased disciplinary problems. It is recommended that safe parks continue to provide psychosocial services to children at schools and that their programmes be expanded to include more services.
Unsafe and violent schools are a widespread problem in South
Africa. This paper argues that Adver... more Unsafe and violent schools are a widespread problem in South Africa. This paper argues that Adverse Childhood Experiences (ACEs) contribute to this phenomenon. While various individual and community-level interventions to address ACEs have been reported on, the contribution of safe parks towards preventing school violence has not yet been explored. To support schools in dealing with violence, the Adopt-a-School Foundation introduced a pilot project at eight schools in Botshabelo in the Free State Province. The programme included psychosocial support services, establishing safe parks, and ensuring community involvement. The goal was to improve school communities by creating environments that are empowering, academically effective, gender sensitive and free from violence. Although there are safe parks in communities around South Africa, they are an uncommon sight at schools. This paper reports on the quantitative study conducted on safe parks’ contribution to making schools safer and less violent. Results show that safe park activities improve community well-being, including reduced gangsterism, enhanced learner safety, and decreased disciplinary problems. It is recommended that safe parks continue to provide psychosocial services to children at schools and that their programmes be expanded to include more services.
Child Abuse Research: A South African Journal, 2023
This research addresses a significant gap in the existing literature on Adverse Childhood Experie... more This research addresses a significant gap in the existing literature on Adverse Childhood Experiences (ACEs) in South African township schools. Global studies have consistently linked ACEs to enduring negative outcomes in adulthood. Despite the high prevalence of traumatic experiences among South African children, trauma-informed measures within educational institutions remain lacking. This article presents findings from a pilot project, the Thari Programme, conducted in Botshabelo, Free State, where challenges, such as: gangsterism; academic struggles; and social issues; were prominent. Employing an exploratory sequential mixed-methods design (QUAL-quan), qualitative data from group and individual interviews were analysed to explore participants’ perspectives. The study aimed to examine ACEs in eight township schools and explore the potential implications of using the findings in implementing trauma-informed strategies. The results reveal that learners encounter various ACEs, which significantly impact their emotional well-being and academic achievements. To mitigate the impact of ACEs, it is recommended that schools adopt trauma-informed approaches and consider initiatives, such as the Thari Programme, which involve child and youth care workers, social workers, school-based support teams, and educators working collaboratively
The deployment of Child and Youth Care Workers (CYCWs) in South African schools is a recent devel... more The deployment of Child and Youth Care Workers (CYCWs) in South African schools is a recent development prompted by the growing barriers to learning faced by learners. This study explored the critical role of CYCWs and their contributions to eight township schools in Botshabelo, South Africa. The aim was to explore and understand the experiences of stakeholders’ regarding the contributions of CYCWs within the Thari programme to township schools in South Africa and how their contributions affected the school environment and aided the well-being of learners. The study followed a qualitative case study design, which integrated the insights from the programme staff, CYCWs (n = 9), principals (n = 5), educators (n = 16), and stakeholder forum members (n = 4) forming part of the Thari programme. Programme documents were also analysed as background and the face-to- face individual and group interviews were thematically analysed. Aligned with the developmental approach to social services, the findings revealed that CYCWs partake in diverse semi-professional activities which significantly contribute to helping learners navigate the challenges they experience in their daily lives. These activities encompass providing psychosocial support, conducting awareness campaigns, organising group sessions, and facilitating educational games. Furthermore, they assume the role of surrogate parental figures and role models for children facing vulnerabilities. The study found that the CYCWs registered in the auxiliary category were not supervised by CYCWs in the professional category. They also had restricted access to full-time social workers for referrals. These challenges underscore the pressing need for increased resources and professional development opportunities for CYCWs so that they can fully attend to their responsibilities in schools. Several recommendations are made, such as increasing resources for the Thari programme, investing in CYCW training, promoting collaboration with other professionals, conducting regular evaluations, engaging parents through workshops, and acknowledging the pivotal role of CYCWs as role models and parental figures. The study offers valuable insights into enhancing the impact and effectiveness of CYCW interventions in township schools, thereby contributing to South African children’s holistic development and well-being.
Uit die literatuur blyk dit dat die strafgerigte benaderings wat tans nog oorwegend in skole gebr... more Uit die literatuur blyk dit dat die strafgerigte benaderings wat tans nog oorwegend in skole gebruik word, nie voldoende is vir die bekamping van eskalerende dissiplineprobleme en die ontwikkeling van verantwoordelike gedrag by leerders nie. In hierdie artikel word ondersoek hoe die filosofie en kernelemente van die herstellende geregtigheidsbenadering saamgevat kan word in 'n skoleprogram wat as alternatief vir of aanvulling tot die strafgerigte benadering kan dien. Die huidige situasie met betrekking tot uitdagende gedrag en bydraende faktore daartoe word eerstens in die artikel uiteengesit. Daarna volg 'n bespreking van die verskillende benaderings wat gebruik word om dissiplineprobleme in skole te hanteer. Teen die agtergrond, en in die lig van die behoefte aan 'n alternatiewe of aanvullende benadering, word die herstellendegeregtigheidsbenadering as 'n moontlike oplossing bespreek. Die verloop en die waarde van internasionale implementering van hierdie benaderin...
Purpose: To investigate how an adventure-based activity could help facilitate dialogue and enable... more Purpose: To investigate how an adventure-based activity could help facilitate dialogue and enable a safe process where students could engage in a difficult topic such as diversity without feeling threatened. Method: A qualitative study was used in which 89 social work students who took part in diversity training gave permission that their manuscripts be used for documentary analysis. Content analysis was used to analyze the data in order to determine if and how the adventure-based activity contributed to the facilitation of dialogue. Results: It was found that the activity contributed to changing the attitude and knowledge of social work students. It opened up new perspectives and allowed students to discuss diversity without fear. Conclusion: The use of adventure activities is an effective strategy to facilitate dialogue between students.
The South African criminal justice system is largely punitive, retributive and adversarial in nat... more The South African criminal justice system is largely punitive, retributive and adversarial in nature; this was also true for the child justice systems, until the acknowledgement and advancement of children’s rights. The United Nations Convention on the Rights of the Child (CRC) deals specifically with children in conflict with the law. Article 40 of the CRC provides
This explanatory and descriptive quantitative study explored teachers classroom practices, using ... more This explanatory and descriptive quantitative study explored teachers classroom practices, using the Circle of Courage as a guideline with the aim of providing some guidelines that could further improve resilience and prevent challenging behaviour in the classroom. The Circle of Courage provides a framework for understanding behaviour and developing classroom and school-wide strategies to decrease challenging behaviour and increase resilience and self-worth in children. This quantitative research study used a purposive sample (n=211) that consisted of primary and secondary school teachers from 20 schools in the Mangaung and Setsoto municipal areas in the Free State. Results revealed that teachers could improve their teaching strategies linked to the principles of belonging, mastery, independence and generosity. It also emerged from the study that teachers have the most difficulty in developing mastery, one of the principles on which education should show excellence. It is recommended that teachers improve their teaching strategies by specifically targeting the four principles of the Circle of Courage since this could help improve learner resilience and academic achievement. This could also lead to the prevention of disciplinary problems in the classroom, especially when used in conjunction with the restorative school model.
In response to the pervasive violence affecting children's psychosocial wellbeing in South Africa... more In response to the pervasive violence affecting children's psychosocial wellbeing in South Africa, the Adopt-a-School Foundation introduced the Thari programme, targeting behavioural challenges that manifest in gangs, substance abuse and classroom disruptions. This article presents findings from a pilot project in Botshabelo, Free State, where gangsterism, academic struggles and social issues prevailed. The main study used an exploratory sequential mixed-methods design (qualitative/quantitative), but this article reports only on a part of the qualitative data from group and individual interviews that explored participants' perspectives. The study focused on children's behavioural challenges and observed school changes during implementation of the Thari programme. Results show a notable reduction in gangsterism and psychosocial issues, leading to decreased disruptive behaviour among children and highlighting improved behaviour after the introduction of psychosocial services.
Unsafe and violent schools are a widespread problem in South Africa. This paper argues that Adver... more Unsafe and violent schools are a widespread problem in South Africa. This paper argues that Adverse Childhood Experiences (ACEs) contribute to this phenomenon. While various individual and community-level interventions to address ACEs have been reported on, the contribution of safe parks towards preventing school violence has not yet been explored. To support schools in dealing with violence, the Adopt-a-School Foundation introduced a pilot project at eight schools in Botshabelo in the Free State Province. The programme included psychosocial support services, establishing safe parks, and ensuring community involvement. The goal was to improve school communities by creating environments that are empowering, academically effective, gender sensitive and free from violence. Although there are safe parks in communities around South Africa, they are an uncommon sight at schools. This paper reports on the quantitative study conducted on safe parks’ contribution to making schools safer and less violent. Results show that safe park activities improve community well-being, including reduced gangsterism, enhanced learner safety, and decreased disciplinary problems. It is recommended that safe parks continue to provide psychosocial services to children at schools and that their programmes be expanded to include more services.
Unsafe and violent schools are a widespread problem in South
Africa. This paper argues that Adver... more Unsafe and violent schools are a widespread problem in South Africa. This paper argues that Adverse Childhood Experiences (ACEs) contribute to this phenomenon. While various individual and community-level interventions to address ACEs have been reported on, the contribution of safe parks towards preventing school violence has not yet been explored. To support schools in dealing with violence, the Adopt-a-School Foundation introduced a pilot project at eight schools in Botshabelo in the Free State Province. The programme included psychosocial support services, establishing safe parks, and ensuring community involvement. The goal was to improve school communities by creating environments that are empowering, academically effective, gender sensitive and free from violence. Although there are safe parks in communities around South Africa, they are an uncommon sight at schools. This paper reports on the quantitative study conducted on safe parks’ contribution to making schools safer and less violent. Results show that safe park activities improve community well-being, including reduced gangsterism, enhanced learner safety, and decreased disciplinary problems. It is recommended that safe parks continue to provide psychosocial services to children at schools and that their programmes be expanded to include more services.
Child Abuse Research: A South African Journal, 2023
This research addresses a significant gap in the existing literature on Adverse Childhood Experie... more This research addresses a significant gap in the existing literature on Adverse Childhood Experiences (ACEs) in South African township schools. Global studies have consistently linked ACEs to enduring negative outcomes in adulthood. Despite the high prevalence of traumatic experiences among South African children, trauma-informed measures within educational institutions remain lacking. This article presents findings from a pilot project, the Thari Programme, conducted in Botshabelo, Free State, where challenges, such as: gangsterism; academic struggles; and social issues; were prominent. Employing an exploratory sequential mixed-methods design (QUAL-quan), qualitative data from group and individual interviews were analysed to explore participants’ perspectives. The study aimed to examine ACEs in eight township schools and explore the potential implications of using the findings in implementing trauma-informed strategies. The results reveal that learners encounter various ACEs, which significantly impact their emotional well-being and academic achievements. To mitigate the impact of ACEs, it is recommended that schools adopt trauma-informed approaches and consider initiatives, such as the Thari Programme, which involve child and youth care workers, social workers, school-based support teams, and educators working collaboratively
The deployment of Child and Youth Care Workers (CYCWs) in South African schools is a recent devel... more The deployment of Child and Youth Care Workers (CYCWs) in South African schools is a recent development prompted by the growing barriers to learning faced by learners. This study explored the critical role of CYCWs and their contributions to eight township schools in Botshabelo, South Africa. The aim was to explore and understand the experiences of stakeholders’ regarding the contributions of CYCWs within the Thari programme to township schools in South Africa and how their contributions affected the school environment and aided the well-being of learners. The study followed a qualitative case study design, which integrated the insights from the programme staff, CYCWs (n = 9), principals (n = 5), educators (n = 16), and stakeholder forum members (n = 4) forming part of the Thari programme. Programme documents were also analysed as background and the face-to- face individual and group interviews were thematically analysed. Aligned with the developmental approach to social services, the findings revealed that CYCWs partake in diverse semi-professional activities which significantly contribute to helping learners navigate the challenges they experience in their daily lives. These activities encompass providing psychosocial support, conducting awareness campaigns, organising group sessions, and facilitating educational games. Furthermore, they assume the role of surrogate parental figures and role models for children facing vulnerabilities. The study found that the CYCWs registered in the auxiliary category were not supervised by CYCWs in the professional category. They also had restricted access to full-time social workers for referrals. These challenges underscore the pressing need for increased resources and professional development opportunities for CYCWs so that they can fully attend to their responsibilities in schools. Several recommendations are made, such as increasing resources for the Thari programme, investing in CYCW training, promoting collaboration with other professionals, conducting regular evaluations, engaging parents through workshops, and acknowledging the pivotal role of CYCWs as role models and parental figures. The study offers valuable insights into enhancing the impact and effectiveness of CYCW interventions in township schools, thereby contributing to South African children’s holistic development and well-being.
Uit die literatuur blyk dit dat die strafgerigte benaderings wat tans nog oorwegend in skole gebr... more Uit die literatuur blyk dit dat die strafgerigte benaderings wat tans nog oorwegend in skole gebruik word, nie voldoende is vir die bekamping van eskalerende dissiplineprobleme en die ontwikkeling van verantwoordelike gedrag by leerders nie. In hierdie artikel word ondersoek hoe die filosofie en kernelemente van die herstellende geregtigheidsbenadering saamgevat kan word in 'n skoleprogram wat as alternatief vir of aanvulling tot die strafgerigte benadering kan dien. Die huidige situasie met betrekking tot uitdagende gedrag en bydraende faktore daartoe word eerstens in die artikel uiteengesit. Daarna volg 'n bespreking van die verskillende benaderings wat gebruik word om dissiplineprobleme in skole te hanteer. Teen die agtergrond, en in die lig van die behoefte aan 'n alternatiewe of aanvullende benadering, word die herstellendegeregtigheidsbenadering as 'n moontlike oplossing bespreek. Die verloop en die waarde van internasionale implementering van hierdie benaderin...
Purpose: To investigate how an adventure-based activity could help facilitate dialogue and enable... more Purpose: To investigate how an adventure-based activity could help facilitate dialogue and enable a safe process where students could engage in a difficult topic such as diversity without feeling threatened. Method: A qualitative study was used in which 89 social work students who took part in diversity training gave permission that their manuscripts be used for documentary analysis. Content analysis was used to analyze the data in order to determine if and how the adventure-based activity contributed to the facilitation of dialogue. Results: It was found that the activity contributed to changing the attitude and knowledge of social work students. It opened up new perspectives and allowed students to discuss diversity without fear. Conclusion: The use of adventure activities is an effective strategy to facilitate dialogue between students.
The South African criminal justice system is largely punitive, retributive and adversarial in nat... more The South African criminal justice system is largely punitive, retributive and adversarial in nature; this was also true for the child justice systems, until the acknowledgement and advancement of children’s rights. The United Nations Convention on the Rights of the Child (CRC) deals specifically with children in conflict with the law. Article 40 of the CRC provides
This explanatory and descriptive quantitative study explored teachers classroom practices, using ... more This explanatory and descriptive quantitative study explored teachers classroom practices, using the Circle of Courage as a guideline with the aim of providing some guidelines that could further improve resilience and prevent challenging behaviour in the classroom. The Circle of Courage provides a framework for understanding behaviour and developing classroom and school-wide strategies to decrease challenging behaviour and increase resilience and self-worth in children. This quantitative research study used a purposive sample (n=211) that consisted of primary and secondary school teachers from 20 schools in the Mangaung and Setsoto municipal areas in the Free State. Results revealed that teachers could improve their teaching strategies linked to the principles of belonging, mastery, independence and generosity. It also emerged from the study that teachers have the most difficulty in developing mastery, one of the principles on which education should show excellence. It is recommended that teachers improve their teaching strategies by specifically targeting the four principles of the Circle of Courage since this could help improve learner resilience and academic achievement. This could also lead to the prevention of disciplinary problems in the classroom, especially when used in conjunction with the restorative school model.
Restorative school discipline, the law and practice, 2020
The book on restorative school discipline, the law and practice seek to provide an alternative ap... more The book on restorative school discipline, the law and practice seek to provide an alternative approach to discipline. Restorative discipline is a value-driven approach that respects the human rights of every stakeholder and also protects everyone's human rights. However, to implement this approach, a complete mind shift is required. This mindset requires an understanding that to discipline learners is to teach socially acceptable behaviour. The restorative approach entails moving away from methods that merely focuses on the ill-disciplined learner, and the focus is instead on preventing disciplinary issues. Changing the culture of the school and restoring the harm done to those affected by the misconduct, the restorative approach focuses on finding solutions to address the needs and interests of all the role-players in the school community, rather than punishments. Focusing on the best interests of every learner and the interests of educators is paramount in the restorative approach. The restorative approach to discipline is explained in detail, including the role of each stakeholder in the implementation of this approach. The social justice implications are highlighted, and the impact of discipline on the neurological functioning and development of the child receives attention. The book provides practical guidance for SGB's, educators, school social workers, practitioners and academics and other stakeholders such as the Department of Basic Education on how to implement the restorative approach to discipline. The constitutional imperatives and the legal framework related to school discipline are also examined.
This paper addresses educator absenteeism in South Africa, linking it to educator burnout and tra... more This paper addresses educator absenteeism in South Africa, linking it to educator burnout and traumatic stress. Examining the phases and symptoms of traumatic stress, particularly in the context of adverse childhood experiences (ACEs), reveals a potential connection to absenteeism. The paper advocates for transforming schools into trauma-sensitive environments, emphasising the reciprocal relationship between educator well-being and student outcomes. It highlights the need for effective Employee Assistance Programs (EAPs) and proposes dedicated trauma support programs for educators. Recognising the interplay of stress, trauma, and absenteeism is crucial for developing effective strategies, ultimately fostering a healthier and more resilient educational community.
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Papers by Roelf Reyneke
Africa. This paper argues that Adverse Childhood Experiences
(ACEs) contribute to this phenomenon. While various individual
and community-level interventions to address ACEs have been
reported on, the contribution of safe parks towards preventing
school violence has not yet been explored. To support schools in
dealing with violence, the Adopt-a-School Foundation introduced
a pilot project at eight schools in Botshabelo in the Free State
Province. The programme included psychosocial support services,
establishing safe parks, and ensuring community involvement. The
goal was to improve school communities by creating environments
that are empowering, academically effective, gender sensitive and
free from violence. Although there are safe parks in communities
around South Africa, they are an uncommon sight at schools. This
paper reports on the quantitative study conducted on safe parks’
contribution to making schools safer and less violent. Results show
that safe park activities improve community well-being, including
reduced gangsterism, enhanced learner safety, and decreased
disciplinary problems. It is recommended that safe parks continue
to provide psychosocial services to children at schools and that
their programmes be expanded to include more services.
Africa. This paper argues that Adverse Childhood Experiences
(ACEs) contribute to this phenomenon. While various individual
and community-level interventions to address ACEs have been
reported on, the contribution of safe parks towards preventing
school violence has not yet been explored. To support schools in
dealing with violence, the Adopt-a-School Foundation introduced
a pilot project at eight schools in Botshabelo in the Free State
Province. The programme included psychosocial support services,
establishing safe parks, and ensuring community involvement. The
goal was to improve school communities by creating environments
that are empowering, academically effective, gender sensitive and
free from violence. Although there are safe parks in communities
around South Africa, they are an uncommon sight at schools. This
paper reports on the quantitative study conducted on safe parks’
contribution to making schools safer and less violent. Results show
that safe park activities improve community well-being, including
reduced gangsterism, enhanced learner safety, and decreased
disciplinary problems. It is recommended that safe parks continue
to provide psychosocial services to children at schools and that
their programmes be expanded to include more services.
The restorative approach to discipline is explained in detail, including the role of each stakeholder in the implementation of this approach. The social justice implications are highlighted, and the impact of discipline on the neurological functioning and development of the child receives attention. The book provides practical guidance for SGB's, educators, school social workers, practitioners and academics and other stakeholders such as the Department of Basic Education on how to implement the restorative approach to discipline. The constitutional imperatives and the legal framework related to school discipline are also examined.