Management of learners with conduct disorders in Nkayi Rural District Primary Schools in Zimbabwe.

Zimbabwe has adopted an inclusive education system in order to address barriers learning for children with conduct disorders. The management of learners disorders is hampered by the lack teachers’ skills and knowledge guidance counselling In this paper, researcher identifies challenges Nkayi District primary schools explores suggestions on best convenient ways managing these learners. A qualitative research approach a phenomenological design were employed which ten teachers rural interviewed solicit their views, experiences observations schools. study concluded that may not be successful without considerate modalities