Why is Poor Behaviour a big issue for schools

Why is poor behaviour a big issue in schools

Why is poor behaviour a big issue for schools? We must ask why this is happening because understanding the root causes is the first step towards positive change. It does not take long for children to see that they don't fit in, and bullying starts. We need to validate their skills and talents, rather than grading them. We need to prioritise their mental health instead of supporting them when they fall apart due to inadequate services. The information they obtain from social media provides them with an outlet, but it can also harm them. For some, what else do they have that validates that they are okay?

We are using Victorian teaching methods and attitudes.  Some children know what they want to do with their lives, and it’s very different from what is being offered, such as not being able to take the subjects at the GCSE level.  Some are trapped in his system and must prove their worth through these old values and ideas.  Teenagers have a better understanding of the world of technology, and they are moving into the future.  I usually need a teenager to help me fix a tech problem.   Many children are taught subjects that have little relevance to their dreams or interests. Academies are peddling the same system without thought.

The Social Media effect

The education system could learn a great deal from how social media captures the attention of young teenagers.

Poor Behaviour is allowed to continue.

The website 'Mind' and the Truth Behind Bullying

Adults do not always notice bullying in school, and children have no way of stopping it. Children take matters into their own hands and hit out. As a result, the child gets punished for hitting, while the bullies are left unscathed.

The ABC behaviour model used in Cognitive Behavioural Therapy (CBT)

This framework can unpick what comes from. In the 1950s, Albert Ellis, an American psychologist, developed the model as a precursor to Cognitive Behavioural Therapy (CBT).

By returning to the environment or attitudes before the behaviour, the Antecedent can reveal the reasons for the behaviour by understanding why it is happening.

What follows the behaviour are usually consequences that result from it. The consequences can produce negative situations or create incentives to continue positive behaviour.

A - Antecedent

B - Behaviour

C - Consequences

Behaviour in School Report

Behaviour in School NASUWT.   The Teacher Unions (September 2023)

This report was about concerns of violent and abusive pupils against the teachers in educational settings that are undermining the work they are trying to do.

Many teachers don’t feel supported and behaviour policies are not correctly implemented.  Appropriate people such as parents and other professionals are not always involved. Teachers are there to teach They are going down the path of least resistance.

If a pupil's behaviour had deteriorated, teachers were asked what they believed was the driving force behind this.

1. Poor mental health

2. Poor socialisation due to COVID-19 restrictions

3. Lack of proper policies and procedures to deter unacceptable behaviour

4. Lack of training of staff

5. Little or no access to specialist support

6. Lack of support from SMT for classroom teachers

7. Class sizes too big

8. Use of ‘restorative behaviour’ programmes that are ineffective

The teachers were asked what actions they felt were needed to support them to meet the behaviour needs of all the pupils they teach.

1. More in-class support from teaching assistant, etc

2. More external support - i.e. from child psychologists, CAMHSetc

3. Pupils with behavioural issues being moved into specialist provisions that better meet their needs

4. More Training

5. A curriculum that better meets the needs of and engages pupils

6. More support and assistance from school/college leaders and governors

7. More support and engagement from parents and carers

Restorative conversations

Over half - 56% of the schools used restorative conversations to manage issues between children.   

11% said that it was an effective way 

36% said they were not sure if it helped

56% said that this was not effective.

Unpicking Behaviour

Understanding why children are disruptive will enable adults to respond to their challenges and change the environment. 

We must be more proactive and supportive, rather than just dealing with the consequences and issuing detentions.  

We need to show children that a positive attitude creates positive behaviour and a favourable outcome.  So many children struggling at school, who are disruptive or being bullied, are being punished because the teacher is only dealing with the result of a chain of events.