Behaviour in Scottish Schools
A summary of the aims, methods and findings of the 2006 study of behaviour in Scotland's schools.
The main aim of this study was to:
- Provide clear and robust information on the nature and extent of behaviour in publicly funded schools.
- Examine what is effective in preventing and responding to indiscipline.
- Examine what is effective in promoting positive behaviour.
The study was carried out by the National Foundation for Educational Research (NFER) and involved them interviewing local authority representatives, headteachers, teachers, additional support staff, and pupils. Questions were focused on 3 areas; Behaviour in the classroom, Behaviour around the school and within the local community, and Effective practice in managing behaviour.
General Overview
- Headteachers considered pupils to be generally well behaved in the classroom, as did the majority of teachers, additional support staff and pupils, though to a lesser degree.
- Positive behaviour was reported much more frequently in primary schools than at secondary schools.
- Secondary school staff identified indiscipline as a serious problem more than their primary counterparts.
- Indiscipline was thought to occur predominantly in the ' school playground', ' outside school precincts', or on ' corridors and stairs'.
- P6-P7 and S2-S4 were idenitified by staff and pupils as the most challenging and/or difficult year groups.
- Individuals usually reported to be involved with indiscipline were; boys; pupils from dysfunctional homes; and those with behavioural/developmental difficulties.
|
Ratings of how serious a problem indiscipline is in school |
Headteachers |
Teachers |
Additional Support Staff |
|
||
|
% |
N |
% |
N |
% |
N |
|
|
1 - Very serious |
1 |
3 |
8 |
89 |
5 |
26 |
|
2 |
5 |
18 |
19 |
202 |
17 |
87 |
|
3 |
24 |
92 |
28 |
297 |
33 |
166 |
|
4 |
42 |
161 |
28 |
299 |
23 |
117 |
|
5 - Not serious at all |
28 |
108 |
17 |
180 |
18 |
89 |
|
No response |
1 |
2 |
1 |
13 |
3 |
16 |
|
TOTAL |
100 |
384 |
100 |
1080 |
100 |
501 |
Behaviour in the Classroom
- Pupils were less likely to be positive about their peer's behaviour, followed by additional support staff, then teachers and finally headteachers.
- Positive behaviours occurred much more frequently at primary school than at secondary school.
- Classroom behaviours encountered by school staff most frequently were low level, in particular;
- talking out of turn
- making unnecessary (non-verbal) noise
- hindering or distracting others
- pupils leaving their seats without permission
- These low level behaviours were reported as having the greatest negative impact on teaching.
- It is this constant "drip, drip effect" (Munn et al, 2004) of low-level bad behaviour that wears away at school staff and contributes to the lowering of staff morale.
Behaviour Around the School
- All staff indicated that 'all/almost all' or 'most' of the pupils they encountered around the school were generally well behaved.
- Pupils were once again the least positive in their views of their peers behaviour around the school.
- Types of behaviour encountered most often around the school were;
- running in the corridor
- unruliness while waiting
- persistently infringing school rules
- cheeky or impertinent remarks of responses
- showing a lack of concern for others
- loitering in prohibited areas
- general pupil rowdiness or mucking about
- general verbal abuse towards other pupils
- Incidents of negative behaviour around school were reported more frequently at the secondary level, but the very rare incidents of physical aggression or violenece towards staff that occurred around school mainly took place in primary schools.
- Pupil violence was not considered to be a particular problem in schools.
Effective Practice in Managing Behaviour
- Local authorities were rolling out, and piloting, a range of initiatives (e.g. Staged assessment, Solution Oriented Schools, Restorative practices)
- In addition to this, the majority of schools;
- operated a school-wide behaviour/discipline policy
- used a range of rules and reward systems
- had a school uniform
- involved parents and pupils in school-wide issues
- Referral to a key member of staff was a much reported strategy for managing behaviour.
- Pupils thought that schools could do more by;
- rewarding well behaved pupils
- punishing (more severely) badly behaved pupils
- a fairer treatment by teachers
- removing badly behaved pupils
- making lessons more enjoyable
- The 'top 5' individuals to be included in whole school discussions with the headteacher were;
- Teachers
- Pupils
- Support for Learning Staff
- Parents
- Educational Psychologists
- Key factors identified by staff in developing a whole school approach to behaviour were;
- consistency
- involvement of parents and pupils
- Senior Management Team support
- school staff consultation
- flexibility
- Understanding a pupil's learning style and motivation was deemed by teachers as the most likely way to improve their confidence in promoting positive behaviour in their classroom.
- Local authorities considered the following to be most effect in responding to indiscipline at an authority level;
- Staged intervention/FFI
- Comprehensive CPD menu
- Integrated working amongst agencies
- Clear inclusion policy
- Inclusion training
- Effective approaches at a school/classroom level were;
- pupil support bases
- alternative/flexible and appropriate curriculum
- additional support/behaviour support staff
- Assertive Discipline
- All school staff indicated that their Local education authority worked to a satisfactory level with their school to promote positive behaviour.
Conclusion
- There are no signs of decline in the standards of behaviour in schools, since the last report in 2004.
- Headteachers, Teachers and Additional Support Staff all have differing experiences of the positive behaviours and indiscipline they encounter. Recognising these differences and understanding the perspectives of others may be an important component of any training and professional development in this area.
References:
Scottish Executive. (2004). Better Behaviour in Scottish Schools: Policy Update 2004. (Online).
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