School Code of Conduct Template South Africa (Free SASA-Compliant Download)

Creating a comprehensive school code of conduct template SA that complies with the South African Schools Act (SASA) is essential for every public school in South Africa. A well-structured code of conduct protects learners’ constitutional rights while establishing clear expectations for behaviour, responsibilities, and discipline procedures. Whether you’re drafting a new code of conduct, reviewing an existing one, or adapting a template for your school’s unique context, understanding SASA requirements and best practices ensures your policy serves learners, parents, and staff effectively.

This guide provides a SASA-compliant code of conduct template outline with detailed sections covering learner rights, responsibilities, discipline procedures, due process, and customisation guidance for different school types. We’ll explain what each section must include under SASA Sections 8 and 9, reference relevant constitutional principles, and offer practical tips for implementation.

What Is a School Code of Conduct Under SASA?

A school code of conduct is a written policy document that establishes rules, expectations, and procedures for learner behaviour, discipline, and rights within a school. Under the South African Schools Act (Act 84 of 1996), every public school’s governing body (SGB) must adopt a code of conduct that complies with SASA requirements and the Constitution of South Africa.

SASA Section 8(1) requires that every public school must adopt a code of conduct for learners after consultation with learners, parents, and educators. The code must be consistent with the Constitution and applicable provincial legislation, and must be published in the official languages used at the school.

SASA Section 8(2) specifies that the code of conduct must contain provisions of due process, including the right to be heard, the right to appeal, and the right to be informed of the charges against them. This ensures that discipline procedures respect learners’ constitutional rights to dignity, equality, and fair administrative action.

The code of conduct serves multiple purposes: it protects learners’ rights, establishes clear behavioural expectations, provides fair discipline procedures, ensures consistency in disciplinary decisions, and creates a safe, respectful learning environment.

Legal Framework: SASA, Constitution, and Provincial Requirements

Understanding the legal foundation for code of conduct requirements helps schools create compliant, effective policies.

Constitutional Principles

The Constitution of South Africa (1996) establishes fundamental rights that must be reflected in school codes of conduct:

Section 9 (Equality): All learners must be treated equally, without discrimination based on race, gender, religion, or other protected grounds
Section 10 (Dignity): Learners have the right to dignity, which means discipline must be respectful and not degrading
Section 12 (Freedom and Security): Learners have the right to freedom from violence and cruel, inhuman, or degrading treatment
Section 14 (Privacy): Learners have privacy rights, including protection of personal information
Section 28 (Children’s Rights): Children have the right to protection from maltreatment, neglect, abuse, or degradation
Section 33 (Just Administrative Action): Discipline procedures must be lawful, reasonable, and procedurally fair

SASA Requirements

SASA Section 8 mandates that codes of conduct must:

Be adopted by the SGB after consultation with learners, parents, and educators
Be consistent with the Constitution and provincial legislation
Be published in official languages used at the school
Contain provisions for due process (right to be heard, right to appeal, right to be informed of charges)

SASA Section 9 addresses suspension and expulsion procedures, requiring that:

Suspension may only occur after a fair hearing
Expulsion requires approval from the Head of Department (HOD) of the provincial education department
Learners have the right to appeal suspension or expulsion decisions
Alternative education must be arranged during suspension or expulsion

Provincial Variations

Each provincial education department may have additional requirements or guidelines for codes of conduct. Schools should consult their provincial education department’s policies and guidelines when drafting or reviewing codes of conduct. Some provinces provide template codes of conduct or specific requirements for certain sections.

Essential Sections for Your School Code of Conduct Template

A comprehensive code of conduct template should include the following sections, each addressing specific SASA requirements and best practices.

Section 1: Preamble and Purpose

What to include:

School mission and values: Brief statement of the school’s educational mission and core values
Purpose of the code: Explanation of why the code exists and what it aims to achieve
Legal foundation: Reference to SASA Section 8, Constitution, and provincial requirements
Scope: Who the code applies to (all learners, staff, visitors) and when it applies (on school premises, during school activities, travelling to/from school)

Example language:

“This code of conduct is adopted by the School Governing Body in accordance with Section 8 of the South African Schools Act (Act 84 of 1996) and the Constitution of South Africa. It applies to all learners enrolled at [School Name] and governs behaviour on school premises, during school activities, and while travelling to and from school. The code aims to create a safe, respectful learning environment that upholds learners’ constitutional rights while establishing clear expectations for behaviour and responsibility.”

Section 2: Learner Rights

What to include:

This section must explicitly state learners’ constitutional and legal rights, ensuring they understand what protections they have:

Right to education: Access to quality education without discrimination
Right to dignity: Respectful treatment and protection from degrading discipline
Right to equality: Equal treatment regardless of race, gender, religion, disability, or other protected grounds
Right to freedom of expression: Expression of opinions within reasonable limits
Right to privacy: Protection of personal information and reasonable privacy expectations
Right to fair administrative action: Fair procedures in disciplinary matters
Right to be heard: Opportunity to present their side in disciplinary proceedings
Right to appeal: Appeal process for disciplinary decisions
Right to safety: Protection from violence, bullying, and harm

Example language:

“All learners at [School Name] have the following rights, protected by the Constitution of South Africa and SASA:

Right to Education: Every learner has the right to access quality education without discrimination based on race, gender, religion, disability, or socio-economic status.
Right to Dignity: Learners have the right to be treated with respect and dignity. Discipline procedures will be respectful and will not involve degrading or humiliating treatment.
Right to Equality: All learners are equal before the law and must be treated fairly and consistently, without unfair discrimination.
Right to Fair Administrative Action: Learners have the right to lawful, reasonable, and procedurally fair administrative action, including fair disciplinary procedures with the right to be heard and the right to appeal.
Right to Safety: Learners have the right to learn in a safe environment, free from violence, bullying, harassment, or harm.”

Section 3: Learner Responsibilities

What to include:

This section establishes clear expectations for learner behaviour and responsibilities:

Academic responsibilities: Attendance, punctuality, completion of work, respect for learning
Behavioural responsibilities: Respect for others, respect for property, appropriate language and conduct
Safety responsibilities: Following safety rules, reporting dangerous situations, not bringing weapons or drugs
Community responsibilities: Contributing to a positive school environment, respecting diversity, participating constructively
Digital responsibilities: Appropriate use of technology, cyber-safety, respect for others online

Example language:

“With rights come responsibilities. All learners at [School Name] are expected to:

Academic Responsibilities:
- Attend school regularly and punctually
- Complete all assignments and assessments to the best of their ability
- Bring required materials and equipment to school
- Respect the learning environment and not disrupt others’ learning
Behavioural Responsibilities:
- Treat all learners, educators, and staff with respect and dignity
- Use appropriate language and conduct at all times
- Respect school property and the property of others
- Follow school rules and instructions from authorised staff
Safety Responsibilities:
- Follow all safety rules and procedures
- Report dangerous situations, bullying, or threats to staff immediately
- Not bring weapons, drugs, alcohol, or other dangerous items to school
- Not engage in violence, fighting, or threatening behaviour
Community Responsibilities:
- Contribute to a positive, inclusive school environment
- Respect diversity and treat all learners equally
- Participate constructively in school activities
- Represent the school positively in the community”

Section 4: Prohibited Conduct and Offences

What to include:

This section clearly defines what behaviours are prohibited and may result in disciplinary action. It should be specific enough to provide clear guidance but flexible enough to cover unforeseen situations:

Serious offences: Violence, weapons, drugs, theft, vandalism, serious bullying
Moderate offences: Disruption, disrespect, minor bullying, dishonesty, unauthorised absence
Minor offences: Lateness, uniform violations, incomplete homework, minor disruption
Digital offences: Cyberbullying, inappropriate online behaviour, unauthorised use of devices

Example language:

“The following behaviours are prohibited and may result in disciplinary action:

Serious Offences (may result in suspension or expulsion):

Physical violence, assault, or fighting
Possession or use of weapons, drugs, or alcohol
Theft or vandalism of school or personal property
Serious bullying, harassment, or intimidation
Threats of violence or harm
Sexual harassment or misconduct
Serious disruption of school operations

Moderate Offences (may result in detention, community service, or suspension):

Disruption of classes or school activities
Disrespectful behaviour toward educators or staff
Bullying or harassment (non-physical)
Dishonesty, including cheating or plagiarism
Repeated unauthorised absence or truancy
Defiance of reasonable instructions

Minor Offences (may result in warnings, detention, or other corrective measures):

Lateness or unauthorised absence
Uniform or dress code violations
Incomplete homework or assignments
Minor disruption or talking in class
Inappropriate use of mobile devices during class”

Section 5: Discipline Procedures and Due Process

What to include:

This is a critical section that must comply with SASA Section 8(2) requirements for due process. It must clearly outline:

Investigation process: How alleged misconduct is investigated
Right to be informed: How learners are informed of charges against them
Right to be heard: How learners can present their side of the story
Decision-making process: Who makes disciplinary decisions and how
Right to appeal: Clear appeal procedures
Progressive discipline: Escalation from minor to serious consequences
Alternative measures: Restorative justice or other alternatives to punishment

Example language:

“All disciplinary procedures at [School Name] comply with SASA Section 8(2) and ensure learners’ right to due process:

1. Investigation

When misconduct is alleged, an investigation will be conducted by authorised staff
The learner will be informed of the allegations in language they understand
The learner will have the opportunity to respond to the allegations
Witnesses may be interviewed, and evidence will be gathered fairly

2. Right to Be Informed

Learners will be informed in writing (or verbally, if appropriate) of:
- The specific charges or allegations against them
- The evidence supporting the charges
- The potential consequences if the charges are proven
- Their right to present their side and call witnesses
- Their right to appeal any decision

3. Right to Be Heard

Learners have the right to:
- Present their version of events
- Call witnesses to support their case
- Question evidence presented against them
- Have a parent, guardian, or support person present (for serious matters)
- Respond to all allegations before a decision is made

4. Decision-Making

Disciplinary decisions will be made by:
- Educators or HODs for minor offences
- Principal or disciplinary committee for moderate offences
- Principal with SGB consultation for serious offences
Decisions will be based on evidence, severity of the offence, learner’s history, and mitigating factors
Written decisions will be provided, explaining the outcome and reasons

5. Progressive Discipline

First offence (minor): Warning and counselling
Repeated minor offences: Detention, community service, or parent meeting
Moderate offences: Detention, community service, suspension (1–5 days), or referral to support services
Serious offences: Suspension (5+ days) or recommendation for expulsion (requires HOD approval)

6. Alternative Measures

Where appropriate, restorative justice approaches may be used
Learners may be referred to counselling, support services, or intervention programmes
Community service or restitution may be required instead of or in addition to other measures”

Section 6: Suspension and Expulsion Procedures

What to include:

This section must comply with SASA Section 9 requirements:

Suspension procedures: When suspension may occur, maximum duration, requirements for fair hearing
Expulsion procedures: When expulsion may be recommended, HOD approval requirement, appeal rights
Alternative education: Arrangements during suspension or expulsion
Appeal process: How to appeal suspension or expulsion decisions

Example language:

“Suspension and expulsion procedures comply with SASA Section 9:

Suspension

Suspension may only occur after a fair hearing where the learner has had the opportunity to be heard
Maximum suspension period: 5 school days (may be extended with HOD approval for serious matters)
During suspension, alternative education arrangements will be made (homework provided, catch-up sessions arranged)
Parents/guardians will be notified immediately of suspension
Written notice will be provided, including reasons, duration, and appeal rights

Expulsion

Expulsion may only be recommended for the most serious offences (violence, weapons, drugs, serious repeated misconduct)
Expulsion requires approval from the Head of Department (HOD) of the provincial education department
Before recommending expulsion, the school must:
- Conduct a thorough investigation and fair hearing
- Consider all alternatives (counselling, support services, alternative placement)
- Provide written recommendation to HOD with full documentation
If expulsion is approved, the HOD must arrange alternative education placement
Learners and parents have the right to appeal expulsion decisions to the HOD or MEC

Appeal Process

Appeals must be submitted in writing within 14 days of the decision
Appeals will be reviewed by:
- Principal (for minor/moderate offences)
- SGB (for serious offences)
- HOD (for expulsion decisions)
Appeal decisions will be provided in writing within 30 days”

Section 7: Special Considerations

What to include:

This section addresses special circumstances and considerations:

Learners with disabilities: Reasonable accommodations, support needs
Age-appropriate responses: Different approaches for different age groups
Cultural sensitivity: Respect for diverse backgrounds and practices
Support services: Access to counselling, social workers, or other support
Confidentiality: Protection of learner privacy and information

Example language:

“Special considerations apply in the following circumstances:

Learners with Disabilities

Reasonable accommodations will be made for learners with disabilities
Discipline procedures will consider the learner’s support needs and any relevant medical or psychological information
Support services will be engaged where appropriate

Age-Appropriate Responses

Discipline measures will be appropriate to the learner’s age and developmental stage
Younger learners may receive more guidance and support, while older learners may face more serious consequences for similar offences
All measures will aim to educate and correct behaviour, not merely punish

Cultural Sensitivity

The school respects diverse cultural, religious, and linguistic backgrounds
Discipline procedures will be sensitive to cultural practices while maintaining consistency with school rules
Religious or cultural practices that conflict with school rules will be addressed through dialogue and reasonable accommodation where possible

Support Services

Learners experiencing difficulties may be referred to:
- School counsellors or social workers
- External support services
- Intervention programmes
Support services aim to address underlying issues contributing to misconduct

Confidentiality

Disciplinary records will be kept confidential and only shared with authorised staff and parents/guardians
Personal information will be protected in accordance with POPIA (Protection of Personal Information Act)“

Section 8: Implementation and Review

What to include:

Effective date: When the code comes into effect
Distribution: How the code will be shared with learners, parents, and staff
Training: How staff and learners will be trained on the code
Review process: When and how the code will be reviewed and updated
Amendments: Process for amending the code

Example language:

“This code of conduct comes into effect on [Date] and applies to all learners enrolled at [School Name].

Distribution

The code will be provided to all learners and parents/guardians in the official languages used at the school
Copies will be available at the school office and on the school website
Learners and parents will be required to acknowledge receipt and understanding of the code

Training

All staff will be trained on the code of conduct and discipline procedures
Learners will receive orientation on the code at the beginning of each academic year
Regular reminders and updates will be provided as needed

Review

The code of conduct will be reviewed annually by the SGB in consultation with learners, parents, and educators
Amendments may be made to reflect changes in legislation, school context, or best practices
Any amendments will be communicated to all stakeholders and will comply with SASA requirements”

Customising Your Code of Conduct Template for Different School Types

While the core structure remains consistent, codes of conduct should be customised to reflect each school’s unique context, values, and challenges.

Primary Schools (Foundation and Intermediate Phase)

Customisations needed:

Simplified language: Use age-appropriate language that younger learners can understand
Visual elements: Consider including pictures, symbols, or simplified versions for younger learners
Focus on positive behaviour: Emphasise positive expectations and rewards, not just consequences
Parent involvement: Strong emphasis on parent partnership and communication
Playground rules: Specific rules for playground behaviour and safety
Age-appropriate consequences: Focus on guidance, time-out, loss of privileges, rather than formal suspension

Example additions:

“We use kind words and gentle hands”
“We listen when others are speaking”
“We take care of our school and each other”
Visual code of conduct posters in classrooms
Reward systems for positive behaviour

High Schools (Senior and FET Phase)

Customisations needed:

More detailed procedures: More formal procedures reflecting learners’ maturity
Academic integrity: Specific policies on cheating, plagiarism, and academic dishonesty
Digital citizenship: Comprehensive rules for technology use, social media, and cyberbullying
Career preparation: Emphasis on responsibility and consequences relevant to future employment or studies
Peer relationships: Specific policies on dating, relationships, and peer pressure
Substance abuse: Detailed policies on drugs, alcohol, and tobacco

Example additions:

Academic integrity policy with clear definitions of cheating and plagiarism
Social media and technology use policy
Substance abuse prevention and intervention procedures
Leadership opportunities and responsibilities for senior learners

Special Needs Schools

Customisations needed:

Individual support plans: Integration with individual education plans (IEPs) or support plans
Behaviour support: Focus on positive behaviour support and de-escalation strategies
Communication accommodations: Alternative communication methods for learners with communication disabilities
Sensory considerations: Rules and accommodations for sensory sensitivities
Medical considerations: Procedures for medical emergencies and medication management

Example additions:

Integration with individual support plans
Positive behaviour support strategies
De-escalation procedures for crisis situations
Medical emergency protocols

Rural vs Urban Schools

Rural schools may need to address:

Transport safety (walking long distances, transport arrangements)
Agricultural safety (if school has farm or garden)
Limited access to support services
Community integration and respect for local customs

Urban schools may need to address:

Public transport safety
Street safety and awareness
Higher population density and conflict management
Access to multiple support services

Best Practices for Implementing Your Code of Conduct

Once you have a comprehensive code of conduct, effective implementation is crucial for success.

Communication and Distribution

Multiple formats: Provide printed copies, digital versions, and simplified versions for different age groups
Multiple languages: Ensure availability in all official languages used at the school
Parent meetings: Hold meetings to explain the code and answer questions
Learner orientation: Dedicate time at the beginning of the year to explain the code to learners
Regular reminders: Refer to the code regularly, not just when problems occur

Training and Capacity Building

Staff training: Ensure all educators and staff understand the code, procedures, and their roles
Consistent application: Train staff to apply the code consistently and fairly
Documentation: Train staff on proper documentation of incidents and disciplinary actions
Support services: Ensure staff know when and how to refer learners to support services

Monitoring and Evaluation

Track incidents: Maintain records of disciplinary incidents and outcomes
Review trends: Regularly review patterns to identify areas needing attention
Stakeholder feedback: Gather feedback from learners, parents, and staff on the code’s effectiveness
Adjust as needed: Make adjustments based on experience and changing circumstances

Integration with School Management Systems

Modern school management systems can streamline code of conduct implementation:

Digital records: Track disciplinary incidents digitally, maintaining secure, searchable records
Automated workflows: Streamline discipline procedures with automated notifications and workflows
Reporting: Generate reports on disciplinary trends for SGB meetings and provincial submissions
Parent communication: Automatically notify parents of disciplinary matters while maintaining confidentiality
Support service integration: Link disciplinary records with support service referrals and interventions

Fundisa helps track discipline records digitally, maintaining secure records of incidents, outcomes, and support interventions. The system generates discipline reports for SGB meetings, tracks trends over time, and ensures proper documentation for compliance and appeals. Explore Fundisa’s discipline management features to see how digital record-keeping can support effective code of conduct implementation.

Common Mistakes to Avoid

When drafting or implementing a code of conduct, avoid these common mistakes:

1. Vague or unclear language: Use specific, clear language that learners and staff can understand

2. Ignoring due process requirements: Ensure all procedures comply with SASA Section 8(2) requirements for due process

3. One-size-fits-all approach: Customise the code for your school’s context, age group, and community

4. Focusing only on punishment: Include positive behaviour expectations and support services, not just consequences

5. Inconsistent application: Train staff to apply the code consistently and fairly to all learners

6. Poor communication: Ensure the code is effectively communicated to all stakeholders, not just filed away

7. Lack of review: Regularly review and update the code to reflect changes in legislation, school context, or best practices

8. Ignoring support services: Integrate support services and interventions, not just disciplinary consequences

The Bottom Line

A comprehensive, SASA-compliant school code of conduct template SA is essential for every South African school. It protects learners’ constitutional rights while establishing clear expectations, fair procedures, and a safe learning environment. By following this template outline and customising it for your school’s unique context, you can create a code of conduct that serves learners, parents, and staff effectively while maintaining full compliance with SASA and constitutional requirements.

Key takeaways:

SASA Section 8 requires every public school to adopt a code of conduct after consultation with stakeholders
Due process requirements (SASA Section 8(2)) must include the right to be heard, right to appeal, and right to be informed of charges
Constitutional rights must be explicitly stated and protected throughout discipline procedures
Customisation is essential — adapt the template to your school’s age group, context, and values
Implementation requires effective communication, training, and consistent application
Regular review ensures the code remains relevant and compliant with changing legislation

For schools managing discipline records and code of conduct implementation, digital systems can streamline documentation, reporting, and compliance. Fundisa helps track discipline records digitally, maintaining secure records and generating reports for SGB meetings and provincial submissions.

For more guidance on school discipline policies and procedures, see our guide on School Discipline Policy SA. For information on protecting learner privacy and data in discipline records, see our guide on POPIA Compliance for Schools.

Frequently Asked Questions

What is the difference between a code of conduct and a discipline policy?

A code of conduct is the broader document that establishes learner rights, responsibilities, behavioural expectations, and discipline procedures. A discipline policy is typically a more focused document that details specific discipline procedures, consequences, and due process requirements. Many schools combine these into one comprehensive code of conduct document, while others maintain separate but complementary documents. Under SASA Section 8, schools must have a code of conduct that includes discipline procedures, so the distinction is often one of emphasis rather than separate requirements.

Can schools use corporal punishment in their code of conduct?

No. Corporal punishment is illegal in South African schools under the South African Schools Act and the Constitution. Section 10 of SASA explicitly prohibits corporal punishment, and the Constitutional Court has confirmed that corporal punishment violates learners’ right to dignity and freedom from violence. Codes of conduct must not include corporal punishment as a disciplinary measure. Schools must use alternative discipline measures that are respectful, age-appropriate, and comply with constitutional rights.

How often should a school code of conduct be reviewed?

SASA does not specify a mandatory review frequency, but best practice is to review the code of conduct annually. Annual reviews allow schools to assess the code’s effectiveness, incorporate feedback from stakeholders, update procedures based on experience, and ensure compliance with any changes in legislation or provincial policies. Schools should also review the code whenever there are significant changes in school context, major incidents that reveal gaps, or updates to SASA or provincial requirements. The review process should include consultation with learners, parents, and educators, as required by SASA Section 8.

What happens if a learner’s parent refuses to sign the code of conduct?

Schools cannot deny admission or exclude learners based on a parent’s refusal to sign the code of conduct, as this would violate the learner’s right to education. However, schools can require parents to acknowledge receipt of the code and can explain that by enrolling their child, parents and learners are expected to comply with the code. Schools should engage with parents who refuse to sign to understand their concerns and address them. If parents have legitimate concerns about specific provisions, schools should consider whether amendments are needed. The code of conduct applies to all enrolled learners regardless of whether parents sign it, but effective implementation requires parent cooperation and understanding.