Fostering Social Responsibility and Reducing Delinquency among High School Science Technology Engineering and Mathematics (STEM) Learners: A School-Level Intervention Study

Abstract

High school period is critical for social and emotional development of learners, especially those who are poised to become leaders in Science, Technology, Engineering and Mathematics disciplines. However, many high school learners struggle with delinquent behaviour resulting in ultimate abuse of Mutoriro, Nyaope, Broncleer, Musombodia among other drugs which negatively affect their academic performance, social relationships, and overall well-being. Promoting social responsibility and reducing delinquent behaviour are essential for fostering a positive school climate and supporting learners’ long-term success. This paper was based on a study that answered what are the main causes of social irresponsibility among high school STEM learners? What are the effects of social irresponsibility on learner performance? And what are the promising interventions to forestall social irresponsibility? The study was anchored on Teaching Personal and Social Responsibility theoretical framework and it employed a qualitative approach, in which a micro-case study, grounded on the interpretivist paradigm to investigate the impact of School-level interventions on promoting social responsibility and reducing delinquent behaviour among Gweru District High School STEM learners. This paper has established that school-level intervention programs like self-monitoring, community service projects, use of sanctions and punishments, use encouragement, affirmation and reward, Guidance and counselling and all-stakeholder participation including guardian participation were effective in promoting social responsibility and reducing delinquent behaviours in Gweru District High School. The findings confirm that school-level interventions play a significant role in preventing juvenile delinquency and promoting positive social responsibility among High School STEM learners.