In the article “Improving Behaviour in Schools: Evidence Review” by Ball et al. (2012), the authors delve into the complex issue of behaviour management in schools. They highlight that despite the significant attention given to this topic by researchers, policymakers, and the media, it remains a challenging area for all stakeholders involved in the education of children and young people.

The review acknowledges that understanding pupil behaviour and how best to train and support teachers in managing it is a contested area. Different perspectives exist, and there is no consensus across the education sector. This lack of agreement is reflected in the plethora of guidance and advice resources available, ranging from websites to training consultants.

To begin with, the review emphasises the importance of defining behaviour within the context of the study. While behaviour can encompass various actions, this review focuses specifically on school and classroom behaviour that affects learning and meets or challenges the expectations for pupil conduct at school. It encompasses both negative behaviours, such as aggression and disruption, as well as positive behaviours for learning, including concentration, prosocial behaviour, and engagement.

Ineffective classroom management can have detrimental effects on both teachers and students. Teachers may experience stress, burnout, and even exit the profession due to difficulties in managing their classrooms. Moreover, it can act as a deterrent for those considering teaching as a career. For students, poor behaviour management can lead to disengagement, aggression, low attendance, and bullying.

It is crucial to address not only severe behavioural concerns from a minority of students but also low-level disruption that may undermine learning across classes. The review acknowledges that recent data from Ofsted indicates that behaviour in schools is generally good, with 85% of all schools receiving overall good or outstanding ratings. However, there is a discrepancy between senior leaders’ perception of behaviour (86% rating it as good or very good) and that of classroom teachers (59%).

The impact of behaviour on student well-being and educational outcomes cannot be ignored. High rates of school absence and bullying have been linked to lower attainment. Schools play a crucial role in preventing and responding to these issues. However, there are variations in exclusion rates between schools and different groups of students, which raises concerns about fairness and equality.

To address these challenges, various approaches have been recommended. Tom Bennett’s independent review emphasises the role of school leaders in developing a culture that promotes excellent behaviour throughout the entire school. This approach focuses on designing, building, and maintaining a positive culture rather than solely relying on individual teachers. The review also suggests that schools need to adhere to these recommendations consistently and realistically while having high expectations for what can be achieved.

In addition to Tom Bennett’s review, Ofsted is reviewing its inspection framework to separate the assessment of schools’ management of behaviour and pupil attitudes from personal development. This change reflects a shift in how behaviour has been viewed in policy-related documents over time. More recent focus areas include off-rolling and mental health and wellbeing, which are closely linked to behaviour in schools.

In conclusion, improving behaviour in schools is a multifaceted issue that requires careful consideration and a balanced approach. It is essential to define and understand behaviours that impact learning while recognizing the subjective nature of interpretations. Balancing disciplinary measures with positive recognition and support is crucial for creating a conducive learning environment. The well-being of both teachers and students must be taken into account when making decisions related to classroom behaviour.

By prioritising behaviour management, schools can foster student engagement, improve educational outcomes, and create a safe and supportive learning environment for all. While challenges exist, it is through evidence-based approaches, effective leadership, and collaboration among stakeholders that improvements can be made.

Summary: This text discusses various recommendations for improving school behaviour. It suggests that schools should address factors that influence behaviour, teachers should receive training and support, and interventions should be tailored to individual students. It also highlights the importance of whole-school approaches and the need for further research in this area.

Key points:

• Factors that influence school behaviour should be addressed by schools and teachers.
• Training programmes for teachers and clear reward systems can improve pupil behaviour.
• Interventions targeted at specific populations of students with behavioural issues can be highly effective.
• Whole-school behaviour programmes can improve behaviour across the student body, but implementation can be challenging.
• Research is needed to evaluate the effectiveness of whole-school approaches and certain behaviour management strategies.