Misbehavior in Schools: Why COVID Isn’t the Root Cause but the Systemic Approach Is
A recent Guardian report highlights concerning trends in school exclusions and suspensions, with headteachers and school leaders emphasizing that such measures are used as a last resort to protect the learning environment source. However, E.L.A.H.A argues that attributing this rise to COVID oversimplifies the issue. The real problem lies in how schools address behavior, focusing on discipline rather than understanding and tackling the root causes.
Alarming Statistics on Exclusions and Suspensions
- Persistent Disruptive Behavior: Cited as the reason for half of all exclusions and a third of suspensions.
- Verbal and Physical Abuse: Verbal abuse and threatening behavior towards adults account for 16% of exclusions, while 13% involve physical assaults on other pupils.
- Rising Numbers: The number of suspended pupils increased by 28% to 171,000. Alarmingly, 12,600 were suspended for more than two weeks in a single term—a 37% increase in one year.
- Record Highs: If trends continue, suspensions in 2024 could surpass the 787,000 issued in 2022-23, making it the worst year since records began in 2006.
The Problem: Punitive Measures vs. Supportive Solutions
Headteachers defend exclusions as necessary to maintain order, but this approach misses the mark. Simply removing “disruptive” students doesn’t address why they’re acting out. Key systemic issues contribute to misbehavior:
1. Rigid, One-Size-Fits-All School Structures
Children are expected to conform to strict routines that don’t accommodate individual needs, leaving many feeling frustrated and alienated. This inflexibility fosters resentment and disengagement.
2. Academic Pressure and Fear of Failure
Subjects like geography and languages can overwhelm students, especially those who struggle academically. Fear of failure leads to anxiety, which can manifest as disruptive behavior. Instead of support, children often face punishment, deepening their frustration.
3. Nutritional Deficiencies
A lack of access to nutritious meals impacts mood, concentration, and behavior. Hungry or malnourished children are more prone to outbursts and less able to focus.
4. Peer Influence and Behavioral Mimicry
Children learn by observing peers. In punitive environments, negative behaviors are often mimicked, creating a cycle of disruption that schools struggle to break.
5. Home vs. School Dynamics
For children who experienced flexible home education during the pandemic, returning to rigid school structures can be jarring. The loss of autonomy can lead to resistance and acting out.
Why Discipline-First Approaches Fail
Suspensions and exclusions may offer temporary relief for teachers and other students but fail to address underlying issues. In fact, they can:
- Reinforce Negative Behaviors: Children may feel stigmatized and disconnected, perpetuating a cycle of misbehavior.
- Exacerbate Mental Health Issues: Punitive measures can increase anxiety and depression, particularly in vulnerable students.
- Fail to Teach Coping Strategies: Rather than learning how to manage emotions and behavior, children are simply removed from the environment.
E.L.A.H.A’s Child-Centered Approach
E.L.A.H.A advocates for a more compassionate, supportive approach to behavior management:
- Emotional Support and Well-Being: Schools should prioritize mental health support and foster environments where children feel safe and understood.
- Flexible Learning Models: Tailoring education to individual needs can help reduce anxiety and fear of failure.
- Nutritional Interventions: Ensuring access to healthy meals is essential for supporting children’s physical and emotional well-being.
- Positive Role Modeling: Encouraging positive peer interactions and providing mentorship can break the cycle of negative behavior.
Blaming COVID for rising misbehavior in schools overlooks the systemic issues at play. The increase in exclusions and suspensions highlights a failure to address the root causes of behavioral challenges. E.L.A.H.A believes that schools must shift from punitive measures to supportive, child-centered approaches that foster well-being, confidence, and a sense of belonging. Only then can we create environments where all children have the opportunity to thrive.
