Background: A shift in school discipline
Prime Minister Dr. Tjitunga Elijah Ngurare has called on schools nationwide to rethink how they handle misbehavior. Rather than defaulting to suspensions, he argues for a rehabilitation‑focused approach that helps students understand consequences, repair relationships, and return to learning strengthened by support rather than isolation.
The message came amid concerns that suspensions can interrupt learning, damage student self‑esteem, and fail to address underlying causes of behavior. Ngurare emphasized that a child’s educational journey benefits more from guidance, mentorship, and structured remediation than from exclusion from the classroom.
Why rehabilitation matters in schools
Rehabilitation within schools aims to address the root causes of disruptive actions—emotional distress, gaps in skill development, or environmental factors at home or in the community. By prioritizing restorative practices, teachers and counselors can identify patterns, teach conflict resolution, and help students build resilience. This approach aligns with broader educational goals: improving attendance, reducing repeat incidents, and fostering a safer, more inclusive school climate.
Practical strategies for implementation
To move from suspensions to rehabilitation, schools can adopt several concrete strategies:
- Restorative circles and dialogue: Facilitated conversations that allow students to own their actions, hear impact statements from affected peers, and craft reparative steps.
- Structured mentoring: Pairing students with trained mentors who provide guidance, monitor progress, and help set behavioral goals.
- Counseling and social‑emotional learning (SEL): Regular SEL sessions to build emotional regulation, empathy, and problem‑solving skills.
- Academic supports: Targeted tutoring or extended learning time to address gaps that may contribute to disengagement.
- Clear review procedures: Transparent processes that determine when a suspension might be appropriate, ensuring due process and consistency.
Crucially, Ngurare underscored that rehabilitation is not a soft option but a strategic investment in students’ future. By reorienting disciplinary frameworks toward guidance, schools can reduce off‑campus exclusions and keep learners engaged in their education.
The role of educators, administrators, and communities
Successful rehabilitation programs require collaboration. Teachers, school leaders, counselors, and parents must work together to identify supports, monitor progress, and celebrate behavioral improvements. Community partners—youth organizations, mental health services, and local NGOs—can extend the reach of school efforts, providing resources and expertise beyond the classroom walls.
Ngurare’s call also invites a policy rethink. He encouraged districts to review disciplinary codes, align them with restorative practices, and allocate budget for training and services that enable rehabilitation to thrive at scale. Implementing such reforms may involve initial challenges, including shifts in mindset, time needed for restorative processes, and the measurement of long‑term outcomes. However, these changes can yield lasting benefits: lower suspension rates, higher student engagement, and safer school environments.
Challenges and considerations
Transitioning away from suspensions requires careful planning. Schools must ensure Paris‑level consistency in application across grades and campuses, protect students’ rights, and provide alternatives that do not stigmatize or isolate. Data collection and monitoring are essential to demonstrate progress, identify gaps, and refine approaches. Ongoing professional development for teachers and staff remains critical to sustain the shift toward rehabilitation as a core discipline strategy.
Conclusion: A vision for learning and growth
Ngurare’s emphasis on rehabilitation over suspension reflects a broader belief that schools should nurture both academic achievement and character development. When students receive timely guidance, appropriate supports, and fair accountability, they are more likely to stay engaged, repair harmed relationships, and return to the classroom ready to learn. If implemented thoughtfully, rehabilitation‑centered discipline can transform school culture, lifting outcomes for students and communities alike.
