Responding to challenging behaviour in post-primary schools: Exploring a new authority

Abstract

This pilot study aimed to evaluate the effectiveness of a staff intervention for post-primary schools using the New Authority approach to behaviour management, an approach informed by the principles of Non Violent Resistance (NVR). A review of the literature highlighted gaps in current approaches to behaviour management, particularly when responding to young people from backgrounds of trauma, chronic stress and socio-economic disadvantage, neurodivergent students and those with neurodevelopmental delays – those to whom behaviour management strategies are most often applied. The intervention aimed to reduce the frequency of unproductive behaviours in the classroom and increase participant self-efficacy, measured both quantitatively and qualitatively through an experimental and outcome evaluation design. Results, though preliminary, showed a reduction in the frequency of a range of aggressive and anti-social behaviours, and a smaller reduction for low-level disruptive behaviours. Results also indicated that participants displayed an increased sense of self-efficacy in management of student behaviour after the intervention. Feedback indicated moderate to high satisfaction with the intervention. Thematic analysis showed that participants valued the increased support from colleagues inherent within the intervention. The New Authority is proposed as a relationship-based response to challenging behaviour in schools that is sensitive to the brain's response to stress, the impact of trauma and disadvantage, and the impact of neurodivergence and neurodevelopmental delays.