Vandalism in High Schools in Zambia and how to Curb It: Case of Select High Schools in Lusaka Urban

Abstract

A review of literature demonstrates that acts of vandalism in schools are common in most or nearly all Southern African countries (Mtsali 2001, p.1) as well as in other regions on the African continent and the world, perpetuated by learners in the schools. This study investigated the behavioral phenomenon of vandalism among high school students, with a specific focus on Zambia, from a social psychology perspective. The study sought to gain an understanding of the intrinsic as well as extrinsic drivers of these acts and how they can be curbed. The findings of this study reveal that among high school students, vandalism as a behavioral trait is considered a social norm. Engaging in acts of vandalism is considered cool and is widely acceptable. In order to curb vandalism among the referred demographic, social institutions such as schools, churches, family units and other community entities essentially are duty-bound to put in place counseling programs that will assist to transform mindsets. Perpetrators of vandalism ought to be brought to a place of appreciating the fact that behaviors of that nature are not the norm in society. While pointing them to the insurmountable depravities of vandalism, young people ought to be mentored and counseled with the goal to bring them to the realization that social infrastructure such as schools is as much theirs as it is for the Government or the owners of this infrastructure. The high school pupils are the losers in the case of vandalized school infrastructure.