Research Bites: Behaviour Management

3 min read.

 

What’s behind the behaviour? Supporting students beyond sanctions.

In these post-Covid times when teachers are reporting increasing challenges in managing student behaviour, a recent systematic review examines how secondary school students perceive and experience punitive behaviour management practices. The study synthesises findings from 12 qualitative studies involving over 240 students aged 11–19, offering valuable insights for educators and school leaders, drawn from the voices of children and young people.

The review identified five central themes that reflect students’ experiences with, and perspectives on, in-school punitive approaches such as detentions, internal exclusions, and report cards.

Perceptions of Fairness and Consistency – “Sometimes they just blame it on me.”

Students expressed varied views on the fairness of sanctions. While some accepted them as necessary for maintaining order, others highlighted inconsistencies in how rules were applied across different staff members. These inconsistencies, along with perceived bias, contributed to a sense of unpredictability in behaviour management. Students voiced frustrations that their attempts to explain their behaviour were often treated as ‘arguing back’ rather than listened to.

Impact on Learning – “They just send you out with a book or some irrelevant worksheet.”

Internal exclusion was frequently associated with limited academic support. Students reported receiving work that was either unrelated to their classroom learning or lacked appropriate guidance and that teachers working in internal exclusion were unlikely to be qualified in the specific subjects. In a few cases, students described the internal exclusion as a quieter, less distracting environment where they could work better, but overall, the approach was seen as having a negative impact on academic progress.

Emotional Responses – “There’s no way out… no windows, no doors, everything’s blocked.”

Students described a range of emotional reactions to punitive measures, including feelings of shame, frustration, isolation, and disengagement. These responses were often linked to the physical and social separation from peers and the lack of meaningful interaction during exclusion periods. Importantly, such feelings reinforced negative self-perceptions “you start feeling like you’re never going to achieve anything” and risked undermined students’ readiness to re-enage with learning.

Ineffectiveness in Promoting Positive Behaviour Change – “When you are in the IR, it is punishment. Once you are out, you forget and it feels normal.”

While some students adjusted their behaviour temporarily to avoid further sanctions, many felt that punitive approaches did not lead to sustained improvements. The absence of opportunities to reflect on behaviour or receive constructive support limited the potential for long-term change. One student noted “Isolation doesn’t teach you” and another explained “I don’t necessarily reflect, I just erm I just suck it up.”

Preference for Supportive Approaches – “You should just take that kid, set them aside, and talk to them.”

Students expressed a desire for adults to take time to understand their individual circumstances and to engage in dialogue about behaviour. They valued approaches  involving listening, empathy, and collaborative problem-solving and considered these more effective in helping them develop positive behaviour.

Implications for Practice

The findings suggest several considerations for educators and school leaders:

• Consistency: Ensuring that behaviour policies are applied fairly and uniformly by all staff can help build trust and clarity.
• Academic Continuity: Providing relevant work and qualified support during internal exclusion can help maintain learning progress.
• Emotional Support: Recognising and responding to the emotional impact of sanctions may improve student wellbeing and engagement.
• Reflective Opportunities: Incorporating structured reflection and guidance can enhance the effectiveness of behaviour interventions.
• Relational Approaches: Building positive relationships and understanding individual student needs may contribute to more constructive outcomes.

Conclusion

This review highlights the importance of considering student perspectives when evaluating behaviour management strategies. While punitive approaches remain common, the evidence suggests that more relational and reflective practices may offer greater benefits in supporting student development and promoting positive behaviour in the long term.

To read the full article see: Full article: Punitive behaviour management policies and practices in secondary schools: A systematic review of children and young people’s perceptions and experiences