Education Inspectors report on pupil behaviour in schools

Chief Inspector of the Education and Training Inspectorate, Stanley Goudie, has highlighted the disruptive effect a small number of pupils can have in school.

Mr Goudie was speaking following publication of the Education and Training Inspectorate’s evaluation of pupil behaviour. The Chief Inspector said: “Pastoral care issues in schools are complex and wide-ranging. Some schools face a considerable challenge to promote positive behaviour and establish a climate of care and social inclusion.

“The Department of Education has published several strategies in recent years to offer guidance on dealing with disruptive behaviour. While much of the guidance remains valid, the documents need to be updated to take account of the new age we are living in, including the availability of new technology.

“Across the Education and Library Boards, the Behaviour Support Teams have provided considerable support to schools. Evidence from our inspections confirms schools’ use of appropriate approaches and strategies to encourage positive pupil behaviour.

“Our inspections included discussions with pupils and a small number reported levels of stress as a result of heavy coursework demands, lack of support from parents or carers, relationship and bullying. Cyber-bullying was also an issue for some. An inordinate amount of staff time is spent in some schools managing disruptive behaviours and this impacts on the learning experiences of other pupils. There is a significant need to build the capacity of staff in schools and this should begin during initial teacher training.”

Mr Goudie concluded: “The Department of Education has been active and responsive to the need for counselling support for young people in post-primary schools but the increasing demand is outstripping the current provision. When resources are strongly focused at a whole-school level, including provision of appropriate approaches to pastoral care and pastoral care accommodation, the outcomes for all pupils are more successful. Our report highlights the positive practices in many areas, but we also found areas for improvement. These include the need to update the official strategies, the establishment of a helpline for teachers facing complex behaviour issues and the development of better communications among pupils, parents and school staff.”

Notes to editors:

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