Can we improve discipline in schools?

Earlier this week, it was revealed that Gordon Brown backed plans to extend the Cadet force in more British comprehensive schools.   The Tories aren’t against the idea either, and they outlined their own separate plans to tackle discipline and behaviour in schools on Monday in policy document titled Giving Power Back to Teachers.

While it’s pleasing that both parties are trying to tackle behaviour in schools and address the problems facing our young people, I can’t help but think that some of their strategies won’t be as effective as they claim.

The Tories main proposals include boosting powers of exclusion and giving teachers more power in dealing with violent and disruptive pupils, pressing for an end to the ‘no touch’ policy. Some of the obvious flaws in the proposals have already been outlined in the Independent.

Yes, we need to improve levels of behaviour and discipline within schools, but it seems to me like this is all ‘stick’ and no ‘carrot’ for pupils. Young people behave well in environments where they are valued, where they can contribute, and where they can progress. Not surprisingly, these are also the environments where they will respect others. I doubt that many pupils will find this environment within the Tories plans. Will they make teachers feel happier?  Yes. Teachers can forcefully restrain pupils, can take away possessions without reason, and can turf them out of education if they don’t like it. Will the fear of being restrained and expelled without appeal improve pupil behaviour? There’s no substantial evidence to say so.

Now, there is an argument that the cadet environment is precisely one where young people can contribute, be valued, and respect each other. Yes, but only for a small minority of young people. In relation to the 35,000 young people Beatbullying has worked with directly over the last few years, only a very small percentage would react well to a bootcamp environment. For all those who do not enjoy physical activity or games, the prospect of a cadet lifestyle is unlikely to have a beneficial effect on their behaviour.

Furthermore, you can’t help but be a little worried about the prospect that bullies will migrate towards this system, and the allure of power that they will be in a position to exert over their junior officers. Perish the thought that we might even be putting bullies in uniform and putting them in a position to abuse any authority. Without substantial evidence, beyond the anecdotal, that cadet forces significantly improve behaviour among its recruits, then you’d have to wonder whether this is the best system of anti-conflict education.

Yes, we need to improve levels of discipline and respect, and encourage youth participation in activity, but let’s not limit this within an army environment. Perhaps what would be a better, more mixed and more inclusive, policy response in the way we tackle behavioural problems in schools, is the roll out of mentoring schemes in both schools and communities.

We know that mentoring schemes work – they reduce bullying, they improve behaviour, increase attainment, increase attendance.  Unlike the cadet force proposal, they are all inclusive – sporty kids mentor sporty kids, young people who like music can find a mentor they can relate to, and so on. And unlike the Tories plan, mentoring proposals actually take into consideration the position of young people.  They are monitored by adults, and their results undoubtedly make life easier for teachers, yet young people are at the heart of them, and unlike the Tories proposals, young people benefit too.

Comments

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of course!
I think the problem is the communication between the faculty and the students.