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Recent discussions in Australian media have highlighted the issue of poor behaviour in schools and its multifaceted impacts, notably on teacher and school leader wellbeing. The Australian Principal Occupational Health, Safety and Wellbeing Survey released last year reflects this, with more than half of Australia’s school leaders considering retiring or leaving the profession early due to stress and other factors.
Member of Parliament Jason Clare's proposal for national action to address the wellbeing of school leaders, as reported by The Educator Online, highlights the growing severity of the issue and the need for concerted efforts to tackle. Australian Catholic University conducted a survey that found threats of violence against NSW principals sat at 28.5% when the survey began in 2011 and increased to 46.2% in 2022. Incidence of physical violence also more than doubled from 20% to 43.9% within this period.
In 2023, the Senate committee report into worsening classroom behaviour revealed the depth of the challenges faced by educators. The inquiry shows Australian teachers are spending an average 15% of classroom time managing behaviour instead of actually teaching, emphasising the detrimental effects of disruptive behaviour on the learning environment and the overall educational experience.
There can also be underlying factors that add complexity and nuance to the way educators approach behaviour management in the classroom. Socio-economic factors play a pivotal role in shaping student behaviour within the school environment. Students from disadvantaged backgrounds may face additional hurdles, including unstable home environments, financial strain, and limited access to resources. These circumstances can significantly impact a student's ability to engage constructively in the classroom. Students grappling with mental health issues, such as anxiety, depression, or trauma, may exhibit disruptive behaviours as a manifestation of their underlying struggles.
There is a need for schools to adopt inclusive and supportive approaches that recognise the diverse backgrounds and needs of students. Implementing strategies to foster a sense of belonging, provide targeted support for at-risk students, and promote mental health and well-being initiatives are essential components of effective behaviour management. However, teacher time constraints and lack of training provided to teachers around mental health interventions are typical barriers faced when intending to implement strategies to support these elements.
A holistic approach encompassing proactive measures to prevent behavioural issues and support both students and teachers should be explored. The Grattan Institute’s paper, “Engaging students: creating classrooms that improve learning” (Peter Gross, Julie Sonnemann, & Kate Griffiths, Feb 2017), makes the point in more detail, stressing the need for a systemic, whole-of-school approach for equipping teachers with practical skills they need to address behaviour that disrupts best learning outcomes.
A school-wide behaviour management plan is essential, but not enough. Schools should also build teacher capabilities to proactively create effective classroom environments by:
Providing all teachers with practical support to improve classroom climate for learning
Strengthen induction programs for all beginning teachers, and ensure they are led by expert mentors
Provide all teachers with regular opportunities to collaborate with their colleagues and to give and receive feedback on how to improve the classroom climate for learning.
Provide practical tools to help teachers engage their classes and identify triggers for student disengagement so they can adapt and improve their approaches.
Parentshop has effective school-based behaviour management programs that can be taught at a whole-school level to create a consistent school wide approach to behaviour management. Find out more about Engaging Adolescents in High Schools HERE and 1-2-3 Magic in the Classroom for Primary Schools HERE.
The concerning statistics from surveys and reports, such as the Australian Principal Occupational Health, Safety and Wellbeing Survey and the Senate committee inquiry, reveal the severity of the issue and its detrimental effects on leader wellbeing. Parentshop's Tough Conversations for School Leaders was developed to address this after the survey results of the 2011-2015 Principal Wellbeing conducted by Prof. Philip Riley demonstrated a need for further training for new and emerging school leaders to better be able to hold sensitive and tough conversations. Significant levels of stress for school leaders can be reduced when those conversations are handled with the skills taught in this professional development course find our more HERE.