Behaviour summit: survey of education providers and support staff

Main findings

Nearly all respondents reported an increase in the variety, range, magnitude, and frequency of challenging or disruptive behaviours since the coronavirus (COVID-19) pandemic. This suggests that the pandemic may have impacted on learner behaviour or may have exacerbated pre-existing trends which has in turn led to more frequent and varied disruptions in school settings.

The most prevalent concerns among respondents included low-level disruptions such as learners' inability to follow rules, backchat, and maintain regular attendance. These behaviours, while not as severe as physical aggression, still pose a significant challenge to maintaining a conducive learning environment and effective mitigations are required to reverse this trend.

Over half of respondents working in secondary schools reported concerns regarding pupils bringing weapons to school. Although just one in five (19.5%) classified these concerns as ‘serious’ this raises important questions regarding safety and security for both pupils and staff. 

Physical assaults on teachers were described as a serious concern for almost half (47.7%) of those working in primary schools, further highlighting the need for effective measures to protect teachers and ensure their wellbeing. Whilst startling, more research is required to improve understanding as to the extent to which the concerns expressed are exacerbated by external contributing factors such as media coverage.

Almost nine in ten respondents (88.4%) working within secondary schools reported violence between pupils as concern, however, for most respondents (47.5%) this was considered a minor rather than a serious concern. 

While low-level disruptions are widespread and pose challenges to the learning environment, higher-level concerns like violence and physical assaults, though less prevalent, require targeted interventions to ensure the safety and wellbeing of both pupils and staff

The distraction of mobile phones or other portable electronic devices was predominantly a concern within FE colleges and secondary schools although the figures suggest this to be a rising issue within primary schools. Consideration is needed as to how these technologies can be effectively managed within settings.

Respondents reported feeling poorly supported in dealing with challenging and disruptive behaviour from learners, both from their Local Authority and from parents. This suggests a need for improved support systems and increased collaboration between schools, local authorities, and parents.

Nearly three quarters of respondents reported an increase in the proportions of negative interactions with parents and over 70% reported an increase in the intensity of these interactions.