Supporting behaviour and emotions in school: An exploration into children and young people’s experiences of punitive in-school approaches and school staff perspectives on the journey from sanction-based approaches to compassionate and nurturing approaches

Abstract

Research highlights the importance of the culture and context created in schools and the impact the environment can have on brain development, thoughts, feelings, and actions (Eisler & Fry, 2019). Traditional in-school approaches to supporting behaviour focus on using consequences to manage behaviour. Within the current body of psychological and pedagogical literature, concerns have been raised about the effectiveness and negative impact of using punitive approaches. This systematic review (chapter 2) aimed to explore the perspectives and experiences of children and young people (CYP) on punitive behaviour management policies and practices used in schools. A systematic review of the literature resulted in the identification of 12 papers. Papers were evaluated using an adapted version of the Critical Appraisal Skills Programme (2019) and study findings were analysed using thematic synthesis. The findings highlighted CYP’s varied and diverse perceptions of punitive approaches. The fairness and consistency of punitive approaches was debated amongst CYP as well as the impact on academic development. The negative impact on emotional wellbeing and the limited long-term effectiveness of using the approaches was highlighted. CYP expressed their thoughts for alternative approaches and outlined a need to feel listened to, understood and supported with their behaviour and emotions. Findings are framed in the context of both psychological literature and current educational thinking and practice. Implications for school staff, educational professionals and UK policy makers are outlined.
The empirical paper (chapter 3) aimed to capture the perspectives of UK primary school staff regarding the advantages and disadvantages of different behaviour support approaches, in addition to the facilitators and barriers to adopting compassionate and nurturing approaches. Virtual semi-structured interviews were conducted with 15 school staff across three mainstream primary schools. Interviews included the completion of two Personal Construct Psychology (PCP) activities and a discussion based on a short description of a fictional school. A reflexive thematic analysis resulted in the identification of nine themes. Participants commented on the different approaches’ flexibility, familiarity, potential for positive long-term behaviour change and impact on emotional wellbeing and relationships. Key facilitators to adopting compassionate and nurturing approaches included: whole-school training and understanding; quality and type of training; and working together and feeling supported. Key barriers included: difficulty with changing perspectives; ease of implementation and familiarity; scarcity of resources; and persisting in the face of difficulties. Themes are discussed in light of psychological research and implications for educational practitioners are considered.

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