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Learning institutions in Zambia have continued to grapple with disciplinary problems such as students‟ unrests, truancy and alcohol abuse. In investigating the causes, effects and implications of pupils‟ riots in high schools, Kumwenda (2010) assert that this violent conduct is not only inimical to society but can also toss the educational machinery out of gear. A major factor that accounts for students‟ riotous conduct is poor management practices which often exclude students from participating in school governance (MOE, 2014). Consequently, learners show their disapproval of how their school is run through violent class boycotts and strikes. The detrimental effect of such conducts transcends individual schools by cutting across the entire education systems and wider society. It has led to interruption of school calendars, destruction of pubic properties like school buildings, burning of people‟s cars, body injuries, and loss of life. It is also of concern, that this anarchic way of airing out grievances is prevalent even in many of the country‟s higher learning institutions such as the University of Zambia and Copperbelt University. This has negatively affected the quality of educational provision in Zambian public universities whose academic calendars are interrupted regularly as a result of student‟s riots.

Role of Student Representative Councils in Curbing Students’ Riots in Selected Secondary Schools of Chipata District, Zambia