English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

During September and October 2021, eSwatini experienced school demonstrations unprecedented in the country's history. Drawing on a socio-emotional development framework and frustration-aggression theory, the article presents an educator's theoretically informed reflections on these events. It explores the possibility that the demonstrations are not simply a reflection of the prevalent political riots presently sweeping the country. Rather, they further expose the fundamental deficiencies in the country's political and education system. Utilising personal observations, contemporary news reports and an extensive literature review, the article explores the possibility that the violence seen in schools can be both a communicative strategy and an expression of negative emotions arising from both direct and indirect educational consequences of the pandemic, and further driven by the prevailing political system and the government's failure to meet students' needs. Building on this, the article suggests strategies that educators and policymakers could employ to address students' socio-emotional needs, thereby averting future emotional eruptions and violent behaviours.

Understanding the 2021 eSwatini school protests: theoretical reflections of an educator