ARTICLE TEXT
DOI DOI: 10.38140/ijsie.v2i3.2274

Ecological determinants of bullying-induced suicidality: An exploration of ex(in)clusion of mental health in rural primary schools in Zimbabwe

Munyaradzi Chidarikire1
  1. 1 Great Zimbabwe University, Zimbabwe

Abstract

Bullying, a pervasive issue within educational contexts, has been linked to severe psychological distress and suicidal ideation, especially in rural marginalised populations. Despite the significant implications of this phenomenon, there exists a conspicuous research gap concerning the interplay between environmental factors and the mental health outcomes of rural adolescents in Zimbabwe. This study explored the ecological determinants contributing to bullying-induced suicidality, which focuses on the mental health disparities prevalent in rural Zimbabwean primary schools. It employed a qualitative approach and used an exploratory research design. Sixteen participants were purposively selected based on gender, expertise, and age, ensuring a diverse representation of perspectives at rural primary schools in Mazowe district, Zimbabwe. Data were collected through semi-structured interviews. Data were analysed through thematic analysis. The findings revealed that the pervasive influence of community norms and peer dynamics exacerbates the mental health challenges faced by learners. It is recommended that intervention programmes be developed that involve community engagement to foster supportive environments that mitigate bullying and enhance mental health resilience among learners.

How to Cite

Chidarikire, M. (2025). Ecological determinants of bullying-induced suicidality: An exploration of ex(in)clusion of mental health in rural primary schools in Zimbabwe. International Journal of Studies in Inclusive Education, 2(3), 57–63. https://doi.org/10.38140/ijsie.v2i3.2274
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