Ngurare calls for a shift from punishments to rehabilitation
In a decisive move toward more supportive education, Prime Minister Dr Tjitunga Elijah Ngurare has urged schools nationwide to quit relying on suspensions as a default response to misbehaviour. His message stresses a proactive approach to student discipline that emphasises rehabilitation, guidance, and the chance for learners to realign with school expectations without being sidelined from essential learning.
The Prime Minister’s remarks arrive amid growing concerns about the long-term impact of suspensions on students’ academic progress, social development, and future opportunities. While discipline is essential in maintaining safe and respectful school environments, Ngurare argues that suspensions often remove students from the classroom at critical moments when they most need support.
The case for rehabilitation over suspensions
Ngurare framed the issue as one of educational equity and social responsibility. He highlighted that punitive measures may inadvertently perpetuate cycles of disengagement and disengagement can lead to worsened behaviour, lower grades, and higher dropout risk. By contrast, a rehabilitation-centered model focuses on understanding the underlying causes of misbehaviour—such as learning gaps, emotional stress, or social pressures—and providing targeted interventions.
“Discipline should be a path back to learning, not a barrier that pushes students further away from it,” the Prime Minister said. “When we invest in restorative practices, mentoring, and constructive dialogues, we give every student a real chance to succeed.”
Practical steps for schools
To operationalize this vision, Ngurare outlined several concrete steps schools can adopt. These include the expansion of restorative justice circles, where students, teachers, and possibly trained mediators meet to repair harm and agree on accountability measures. Schools should also broaden access to counselling, social-emotional learning programs, and tutoring options that address gaps in understanding and build resilience.
Another key component is the development of individualized support plans. Instead of automatic suspensions, educators would assess each incident, determine contributory factors, and tailor responses that promote accountability while keeping students connected to learning. This approach aligns with best practices that link disciplinary actions to educational outcomes and long-term wellbeing.
Training, resources, and community involvement
Effective implementation requires capacity-building for teachers and staff. Ngurare urged the government and school leadership to invest in professional development focused on restorative techniques, de-escalation strategies, and culturally responsive practices. He also emphasised engaging families and community partners to create a consistent support network around the student, helping reinforce positive behaviours beyond the school gates.
Supportive policy landscapes are essential. The Prime Minister indicated that national guidelines should encourage schools to move away from suspensions as the default response and to adopt a tiered framework that prioritizes prevention, early intervention, and therapeutic supports. While accountability remains a priority, it is paired with clear, humane pathways back into learning.
Implications for students, teachers, and schools
For students, the shift promises a more inclusive learning experience. Those who struggle with behavioural issues can receive timely help, reducing stigma and promoting ongoing engagement. Teachers gain a clearer framework for constructive discipline, which can reduce classroom disruptions and support a healthier school climate. Schools that implement rehabilitative approaches often report improved attendance, better student-teacher relationships, and stronger academic outcomes over time.
However, Ngurare also acknowledged that transition requires patience and persistent effort. Restorative practices demand consistent practice, robust data tracking, and ongoing collaboration among educators, families, and the wider community. With sustained investment and political will, the rehabilitation-focused model has the potential to transform school culture and student trajectories.
Looking forward
Ngurare’s call to prioritise rehabilitation over suspension embodies a broader commitment to equitable education. By centering guidance, restorative justice, and individualized support, the nation can foster safer, more inclusive schools where every learner has the opportunity to thrive. The coming months will reveal how schools adapt, the effectiveness of the new protocols, and the ultimate impact on student success rates and societal wellbeing.
