| Summary: | This study focuses on the experiences that educators have of their relationships with
adolescents involved in drug use. It has been recognised over time that school
communities are becoming more important with regards to the impact they have on
learners, in particular the impact that learner-educator relationships have on the wellbeing
of learners. A qualitative, phenomenological design was therefore used in
order to ascertain the educators’ lived experiences.
In total, sixteen educators were purposely selected from a secondary school in the
area of Delft in Cape Town. In-depth interviews were conducted with all sixteen
participants after which a World Café group session was organised in which the
same 16 educators participated. These methods collected rich information. The
results of the study are reported in an article. The aim of the article was to explore
educators’ lived experiences of their relationships with adolescent learners involved
in drug use.
The study has shown that educators can have positive relationships with learners
involved in drug use despite the challenges they face. It seems that it is most likely to
occur when the educator feels motivated to nurture these relationships – possibly
experiencing personal well-being – and uses a variety of skills and strengths to
attempt to achieve this goal. This has implications for how other cases with learners
involved in drug use should be treated and how the educators and school can assist
these learners.
Recommendations that emerged as a result of this study are to make educators
aware of their own personal well-being and the importance of nurturing their wellbeing,
in order to enable them to, in turn, nurture positive relationships with learners
involved in drug use. Schools themselves can also play a role in creating an
organisational culture that places emphasis on the relational and personal well-being
of teachers as well as students. === MA (Psychology), North-West University, Potchefstroom Campus, 2014
|
|---|
