A Senate inquiry is calling for a new behaviour curriculum to address increasing disruption in Australian school classrooms. The inquiry, chaired by Liberal senator Matt O’Sullivan, was set up in November 2022 to investigate concerns regarding disruptive behavior in both primary and secondary schools across the country. The interim report, released by the committee on Friday, highlights nine main recommendations aimed at improving student behavior and academic outcomes.
According to the report, Australian classrooms rank poorly on the OECD’s disciplinary climate index, with high levels of disorderliness. Additionally, there has been an alarming increase in the percentage of surveyed Australian teachers feeling unsafe at work, rising from 18.9% in 2019 to 24.5% in 2022. Disruptive behavior in schools is believed to be detrimental to students, impacting their academic performance and contributing to declining literacy and numeracy results in international tests.
The committee noted that disruptive behavior can range from low-level disruptions to more challenging behaviors. Examples of low-level disruptions include work avoidance, while more challenging behaviors involve destruction of property, verbal abuse or threats, physical assaults, leaving school grounds without permission, tantrums, and substance abuse. Teachers expressed their concerns about frequent low-level disruptions, as these behaviors hinder effective teaching and contribute to a stressful work environment.
The report identifies the continued use of exclusionary disciplinary strategies, such as suspensions and expulsions, as a problem. Such practices not only hinder students’ learning by keeping them out of school but also disproportionately impact disadvantaged students, including Aboriginal and Torres Strait Islander children, those in out-of-home care, children with disabilities, and those experiencing poverty or homelessness.
The recommendations put forth by the committee focus on improving training and professional development for teachers, as well as implementing national actions related to school reform. However, it is crucial to emphasize the need for a supportive school system that provides sufficient funding, time, and resources for planning, support teams, collaboration with parents and professionals, and teacher coaching and mentoring. The committee has yet to address this aspect.
While the report acknowledges the link between academic achievement and behavior, it also highlights the need to shift from reactive, punitive approaches to more educative ones. Implementing measures to address disruptive behavior not only help teachers manage classrooms effectively but also contribute to closing the achievement gap between advantaged and disadvantaged students.
Critics argue that the inquiry should have focused on understanding the reasons behind students’ feelings of distraction, frustration, or being unheard at school. They believe that fixing the problem requires considering the broader context of schools and their communities, rather than solely blaming teachers or students.
The Senate inquiry’s call for a behavior curriculum is a significant step towards addressing the issue of disruptive behavior in Australian schools. The final report, due in February 2024, will shed more light on the comprehensive measures needed to create a positive and productive learning environment for all students.
