Schools in Wales have been given a directive to delve deeper into the behaviour of pupils who are deemed “at risk of exclusion.” This initiative follows discussions on school discipline, sparked by comments made by the headteacher of Caldicot School, Alun Ebenezer. He criticised what he perceived as a reluctance to address real issues and instead relying on terms like ‘wellbeing’. Ebenezer expressed concerns about a culture of “mollycoddling” pupils and stressed the importance of instilling firmer discipline.
In a recent interview with the BBC, Ebenezer highlighted the need for stricter measures, pointing out that teachers at Caldicot School had experienced verbal and physical abuse from students, leading to strikes. However, improvements in behaviour and staff morale have been noted since Ebenezer took over as headteacher and introduced new disciplinary measures like Saturday morning detentions. He raised concerns about excessive leniency, stating that phrases such as ‘wellbeing’ and ‘safe spaces’ were being used as excuses, ultimately jeopardising safety and wellbeing.
Dr. Morwenna Wagstaff, the head of inclusion at Monmouthshire County Council, briefed members of the council’s people scrutiny committee on strategies for managing behaviour. She emphasised the importance of understanding the underlying reasons for challenging behaviours among students, highlighting that such behaviours often stem from unmet needs. Wagstaff commended schools for making progress in recognising and addressing these issues, advocating for a more proactive approach in supporting students.
Additionally, Dr. Wagstaff shared insights on the inclusive services available in Monmouthshire, which encompass support for children with additional learning needs, rather than operating as a separate entity for additional needs. The council received appreciation from Conservative councillor Jane Lucas, who acknowledged the significant changes in support systems compared to her own schooling experience as a dyslexic student. Lucas expressed gratitude on behalf of young people and commended the evolving system for recognizing and catering to diverse needs.
The council’s focus on unpicking the root causes of challenging behaviours reflects a shift towards a more holistic and supportive approach in the education system. By addressing underlying issues and providing tailored support to students, schools aim to prevent exclusions and promote inclusivity. The commitment to understanding and meeting the diverse needs of students signals a positive step towards fostering a more nurturing and inclusive learning environment.
Efforts to enhance behaviour management strategies in schools align with a broader initiative to create a safe and supportive educational environment for all students. By prioritising the well-being and individual needs of pupils, schools in Wales are striving to cultivate a culture of understanding and proactive support. This approach not only benefits students at risk of exclusion but also contributes to the overall positive development and success of the school community.
The engagement of stakeholders, including educators, local authorities, and councillors, underscores the collaborative efforts towards enhancing behavioural support systems in schools. By acknowledging the importance of addressing underlying issues and providing tailored interventions, the education sector in Wales is moving towards a more inclusive and responsive approach to student well-being and behaviour management. This collective commitment to fostering a supportive and nurturing educational environment reflects a promising direction for schools in Wales.