We Just Call Them Problem Children: Understanding How School Leaders Define, Explain, and Manage Juvenile Delinquency in Pakistan
DOI:
https://doi.org/10.58932/MULA0069Keywords:
Juvenile Delinquency, School Leadership, Pakistan, Counseling, principalsAbstract
This qualitative study explored how school leaders in Pakistan understand, explain, and manage juvenile delinquency within their institutional settings. Drawing on Agnew’s General Strain Theory (1992), the research examined principals’ interpretations of antisocial behavior, the underlying causes they identified, and the strategies they employed to maintain discipline. Semi-structured interviews were conducted with 24 principals from government high schools across Rawalpindi, Murree, and Gujjar Khan tehsils, and the data were analyzed thematically using Braun and Clarke’s (2006) six-step approach, supported by NVivo 12 Plus for coding and organization. Three major themes emerged. The first captured the manifestations and awareness of delinquent behaviors, including truancy, bullying, disrespect, and digital misconduct, highlighting the limited conceptual familiarity with the formal term “juvenile delinquency.” The second theme reflected administrative and preventive responses, where counseling, parental engagement, and moral education were emphasized over punitive measures. The third theme revealed the emotional strain and institutional challenges faced by principals, underscoring burnout, lack of counseling resources, and the need for systemic support. Overall, the findings demonstrate that while school leaders recognize and actively manage various forms of student misconduct, their efforts are constrained by structural and emotional pressures. The study calls for policy-level interventions to enhance psychological, administrative, and parental support systems in schools.
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