Behavior Management In Schools Research Articles

An exploration of the use of low-level behaviour management systems in secondary schools: Using student views, psychology and social justice to guide educational psychology practice

Aim:The aim of this paper is to consider the use of current low-level behaviour management systems in secondary schools and how educational psychologists can best work alongside these systems. It does this by combining a psychological discussion about low-level behaviour management systems with the findings from a mixed methods research project conducted with ten trainee educational psychologists (TEPs) who gathered the views of 155 secondary school students on the low-level behaviour management systems used in their schools.Rationale:Articles in the media have increasingly reported parents’ and professionals’ concerns with behaviour management that involves removal from lessons and periods of isolation. In November 2019, a motion was proposed to the Association of Educational Psychologists Annual General Meeting that educational psychologists (EPs) should be working with schools to reduce the number of exclusions and change the practice of punitive low-level behaviour management systems towards more relational based systems.Findings:The discussion proposed that low-level behaviour management systems do not sit comfortably with EPs’ understanding of behaviour change, social justice and ethical practice. The results of the group research project indicated that students perceive their peers to be more disruptive than themselves. Whilst they perceive unfairness and inconsistency in the application of whole school behaviour management systems they do not strongly disagree with their use.Limitations:The authors posit that current low-level behaviour management systems have a more serious impact on students with additional needs or those from vulnerable backgrounds, however a limitation of the study was the inability to differentiate between the views of students with additional needs to those without. We suggest that future research should seek to capture the perspectives of students with additional needs and/or those who have experienced exclusion as a result of the processes of low-level behaviour management systems.Conclusion:Despite students’ perception of unfairness and inconsistency in the application of whole school behaviour management systems, they do not strongly disagree with their use. EPs should work alongside school leaders to consider ways to protect vulnerable pupils from the negative impact through promoting more relational approaches.

Levels of problem behaviours and risk and protective factors In suspended and non-suspended students

External suspension from school is a common disciplinary practice in traditionally English-speaking countries. Few studies have sought student perceptions of school suspension, as well as measures of problem behaviours and emotional problems, and known factors that influence the development of antisocial behaviour, to examine associations between these variables. Three hundred and four adolescents, aged 12–17 years, from five schools in southern Australia completed a self-report questionnaire that asked about behavioural and mental health problems, and risk and protective factors known to be associated with suspension. Seventy-four of the participants had been previously suspended from school at least once. Having been previously suspended was associated with a greater level of problem behaviours and emotions, poor family management, low school commitment, reduced supportive teacher relationships, and interactions with antisocial peers. School suspension appears likely to be applied to students who lack the ability to self-regulate their behaviours and emotional problems in the classroom. By excluding students from school, pre-existing behavioural problems may be exacerbated by diminishing school protective factors and increasing exposure to known risk factors. Adolescents most at risk of being suspended would benefit from alternative school behaviour management policies and procedures that maintain the school as a protective factor.

Tough Choices: School Behaviour Management and Institutional Context

In the light of recent disciplinary reform in United States and United Kingdom schools, academic attention has increasingly focused on school punishment. Drawing on interviews with school staff in alternative and mainstream schools in the United States and the United Kingdom, we highlight differences in understandings and practices of school discipline. We argue that, in both countries, there is a mismatch between mainstream schools and alternative schools regarding approaches to punishment, techniques employed to manage student behaviour and supports given to students. While these disparities mirror what one would expect based on the distinct institutional arrangements and organizational priorities of alternative and mainstream schools, they pose particular problems for children transitioning between the two types of school. In this article, we raise a series of questions about the impact of these mismatches on children’s experiences and the potential for school disciplinary reform to achieve lasting results.

School leadership practices that promote effective whole school behaviour management: a study of Australian primary schools

ABSTRACTWhen considering the management of student behaviour issues, a substantial body of literature, as well as logical common sense, points to the advantages of whole school policy over the individual efforts of teachers. Less is known, however, about the direct or indirect role school leadership plays in the development of well-implemented whole school behaviour management (WSBM) systems and policy in primary schools. This article explores elements of leadership practice likely to promote well-implemented WSBM, using an initial framework developed from related literature and applying it in a study of primary schools. The sample comprised 52 staff members from 31 government and non-government primary schools in 5 states and territories of Australia. Data were obtained from interviews which sought to gather information about how well each school’s WSBM was implemented. Results confirmed the theorised framework of leadership practices that encourage well-implemented WSBM. The article concludes with implications for future research and school leadership.

Whole school behaviour management and perceptions of behaviour problems in Australian primary schools

Over the past decade and a half, whole school behaviour management systems have been implemented in many Australian schools in efforts to reduce undesirable behaviours and improve outcomes for students with behaviour problems. There is evidence in the literature suggesting that whole school approaches are more effective at managing student behaviour problems than the individual practices of teachers. However, much of the research is concentrated on individual schools or small clusters of schools. This exploratory, mixed methods study, employed qualitative data to develop a schema for assessing the level of implementation of whole school behaviour management approaches, and subsequent quantitative data to examine the association between their level of implementation and perceptions of behaviour problems. Higher levels of implementation were found to be associated with lower levels of perceived behaviour problems. Potential links with job satisfaction and stress were also identified. The article concludes with implications for school leadership and policy.

Age and Gender Differences in Involvement in Non-Illegal and Minor- Illegal Delinquent Behaviors among Adolescent Students in Secondary Schools in Nairobi, Kenya

Behavior problems of Kenyan secondary school students have continued to be a great concern. The study investigated age and gender differences in involvement in non-illegal and minor-illegal delinquent behaviors among adolescent students in secondary schools in Nairobi, Kenya. The participants comprised 219 females and 191 male students selected by use of stratified and simple random sampling methods. Data was collected using a researcher designed questionnaire. The independent variables were age and gender while the dependent variables were adolescents' non- illegal (noncompliance and truancy) and minor-illegal (violence, substance abuse and stealing) delinquent behaviors. A correlational survey design was employed and relationships were examined using correlation coefficient statistics. The findings revealed that adolescents' gender differences in involving in non-illegal delinquent behaviors was χ2 (2df, N=410) =3.709, p = .157 > .05. On the other hand, the adolescents' gender difference in involvement in minor-illegal delinquent behaviors was χ2 (2df, N=410) = (16.021) p = .000, < .05. There were significant age difference in adolescents' involvement in non-illegal, t =88.29 (df = 409), p = 000 < .05; and minor non-illegal delinquent behaviors, t = 91.623 df = 409, p = 000 < .05. The study recommended for the use of a multi-faceted approach to adolescents' behavior management in schools.

“Silence Does Not Sound the Same for Everyone”

1. Lorna Hamilton[1][1] 1. 1University of Edinburgh, UK 1. Lorna Hamilton, School of Education, University of Edinburgh, Holyrood Road, Edinburgh, EH8 8AQ, UK. Email: Lorna.Hamilton{at}ed.ac.uk Discipline or behavior management in schools is a common concern for beginning

Consideration of Culture and Context in School-Wide Positive Behavior Support

A review of the literature related to culture and student behavior reveals a number of interesting observations that are not surprising. First, culture is a difficult construct to define and has been defined variably over the years. Second, schools are becoming increasingly diverse, and evidence-based behavior management practices have been implemented with varied levels of integrity and varied outcomes. Third, students who spend more time outside the classroom because of disciplinary consequences are at increased risk for negative outcomes, such as diminished academic identity, deficient academic skills, and higher attrition. The school-wide positive behavior supports (SWPBS) framework has been implemented in numerous settings with student populations representing a variety of cultures. A literature review and concept article were developed concurrently and were found to inform each other. In this study, a review of existing literature on culturally and contextually relevant strategies for behavior management in schools was conducted. Based on this review, general recommendations are presented for practitioners, personnel preparers, policy makers, and researchers, especially, in the context of implementing SWPBS.

Supporting positive pupil relationships: Research to practice

Positive peer relationships at school are linked to many positive and desirable pupil outcomes such as sound levels of academic performance, optimal levels of well-being and adult mental health. On the other hand social isolation or rejection at school are linked to a range of negative pupil outcomes such as lack of engagement, disconnection to school, absenteeism, being bullied, behavioural difficulties, drug usage, depression and anxiety and social difficulties as an adult. This paper provides an overview of the research literature about the importance of peer relationships for pupil well-being and reports on research conducted in 11 Australian Government schools with low incidences of bullying. In these 11 schools the four common factors that contributed to the development of a safe, caring and inclusive school culture were: (i) making pupil well-being a high priority; (ii) planning for a ‘relationship culture’ that focuses on the development of positive peer relationships; (iii) having an effective school leadership team that focused on whole school wellbeing and the personal growth of pupils; and (iv) incorporating an effective whole school behaviour management programme. This paper also provides a comprehensive discussion of a range of practical evidence-based whole-school approaches, classroom practices and individual support strategies that can facilitate the work of educational psychologists in helping school communities to build positive relationships.

Are they really getting worse?

Deputy head Paul Ainsworth looks at evaluating your school's behaviour management system

Teaching Effort and the Future of Cognitive-Behavioral Interventions

In this article we discuss two impediments to widespread adoption and implementation of cognitive-behavioral intervention (CBI) procedures by teachers of students with behavior disorders. First, its principles can be difficult, even for researchers and other specialists. Second, despite ample demonstration that teachers can be taught CBI techniques, implementation at significant scale is impeded by historical resistance to the use of behavioral techniques, even after 30 years of research meant to place behavior management in schools on a scientific basis. We conclude with comments on the likelihood of wider use of CBI and offer recommendations for a research implementation agenda that focuses on generalization of appropriate use of CBI across teachers and schools.

Applications and Contributions of Organizational Behavior Management in Schools and Day Treatment Settings

ABSTRACT Organizational behavior management (OBM) has beer applied in school and day placement settings for approximately 3i years. During this time, OBM has made numerous and varied contributions in terms of improving quality supports and services through effective training and management of school and day placement staff. Previous reviews have summarized and critiqued the OBM literature through the 1980s. This review summarizes and describes the most recent findings, developments, and trends with respect to behavioral training and management of educational staff ir classrooms and related settings. Nineteen studies are reviewed with respect to: intervention effectiveness, efficiency, effects on studen performance, durability, acceptability, reactivity, generalization am comprehensiveness. While considerable knowledge has been ac quired about various aspects of behavioral training and managemen of educational staff, much more information is needed in a variety o areas. Suggestions for future research include additional investiga tions of methods to: increase efficiency of OBM efforts through antecedent interventions, ensure durability of intervention efforts, increase generality of training and management efforts, and increase acceptance of OBM efforts.

With Devolution Comes Collaboration, but it's Easier Said than Done

Abstract Trends towards the devolution of responsibility for decision‐making to the school level are evident in education systems throughout the world. Underpinning policies of devolution are assumptions that school communities will work collaboratively to make decisions appropriate to the local context. However, collaborative processes do not occur automatically. In this paper, a case study of one school committee is presented to outline the processes used and to highlight the difficulties experienced in working collaboratively to develop a school behaviour management policy.

The Effects of a School‐wide Behaviour Management Programme on Teachers’ Use of Encouragement in the Classroom

Summary The purpose of this study was to examine the effectiveness of a whole school behaviour management programme on teachers’ use of encouragement in the classroom. Given that the performance of the school has become an important dependent variable in school effects research, it follows that interventions which address behaviour management and the improvement of academic performance, have also taken on a school‐wide focus or orientation. In Australia, where this study was conducted, there has been an increased interest in the use of school‐wide behaviour management and discipline programmes, which are characterized by their focus on improving teachers’ classroom management skills. In the present study randomly selected teachers from schools involved in a school‐wide behaviour management programme participated in an experimental evaluation of the effects of the programme. Continuous data collection indicated that the majority of teachers made increases in their use of encouragement over the course of the intervention. However, observations conducted during a follow‐up phase revealed reductions in levels of encouragement following the withdrawal of the intervention.