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

Abstract

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.