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Assoc. Prof 

Govender, Sumeshni

Faculty: Faculty of Education
Department: Educational Foundations
ORCID: 0000-0002-6631-7639
Research Interest(s): Her areas of specialization include Childhood and Adolescent Behaviour, Inclusive and Special Needs Education, HIV and AIDS Education, and Global Coherence.
Active Research Project(s): She is leading an individual project on intervention strategies for students, parents, and teachers of learners with special learning needs using a transdisciplinary approach (2021–present). Additionally, she is involved in a faculty project in collaboration with VVOB, KIC, and other educational institutions.
Active Community Engagement: She is a member of the Health Professions Council of South Africa (HPCSA), the Psychological Society of South Africa (PsySSA), the Educational Psychology Association of South Africa (EPASSA), and Autism South Africa (AUTISMSA).
Biography: Associate Professor Sumeshni Govender holds a Master’s Degree in Educational Psychology and a Doctor of Philosophy (PhD) in Community Psychology. She is registered with the Health Professions Council of South Africa (HPCSA) as an Educational Psychologist. Professor Govender currently serves as a Senior Lecturer and Acting Director of the Child Guidance Clinic (CGC) in the Department of Educational Psychology and Special Education. She has been a member of the department for 13 years, with areas of specialization that include childhood and adolescent behaviour, inclusive and special needs education, HIV/AIDS, and global coherence. Professor Govender actively publishes scholarly articles, presents papers at academic conferences, and supervises Master’s and Doctoral research studies in her fields of expertise.
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20221
Subject: Advocacy ×
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    Intervention strategies used by teachers to reduce bullying behaviour amongst learners
    2022
     | University of Venda
    Learners are often vulnerable when amongst peers who bully each other, and bullying behaviour in schools is a complex issue worldwide with research revealing that this behaviour problem varies globally. Bronfenbrenner’s bio-ecological systems theory views children as part of a complicated network of systems, and is key to understanding behavioural patterns, so bullying behaviour is viewed as part of this complex network. A descriptive research design was used to discuss intervention strategies teachers employed in kwaDlangezwa high schools to reduce bullying behaviour. A qualitative technique was used to gain information from two groups of stakeholders(teachers [N=17] and learners). [N=20]). A sample of thirty-seven participants were randomly drawn. Respondents were asked open-ended questions to determine intervention strategies to prevent bullying behaviour and the data was analysed using content analysis. The findings indicated that teachers are trying to minimize bullying behaviour in schools using different strategies including: reporting procedures, discipline, advocacy and supervision of learners. Obstacles were reported during the intervention process: gender related issues, lack of reporting of bullying behaviour and bullying outside school. Learners suggested ideal strategies that teachers could use in the future to improve the interventions of bullying behaviour: role-playing, segregation of learners and strict security measures.
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