The 2009 PPTA conference paper 80, 15, 5 percent: What we know; what they need…provides a detailed look at the issue of challenging learning behaviours in secondary schools.
Programmes that have been proven to be effective are what is needed; programmes that do not work should be dropped. There is evidence about individual interventions that work best with children at different ages. There are school-based programmes that have shown evidence of effectiveness. These need to be looked at, committed to and applied. Research-approved programmes are neither easy to monitor nor quick to implement, and the ultimate test for effectiveness –randomised controlled trials – is seldom achieved in New Zealand.
International evidence suggests that even the most effective in-school behaviour programme is likely to result in a 30–40% decrease in behaviour problems. No programme will be 100% successful.
Download 80,15,5 percent PPTA Annual Conference paper 2009
Best practice behaviour management: A view from the literature (2007)
Presentation to the Issues and Organising seminar (2010) - Behaviour action plan
Behaviour-related projects
There are a number of behaviour-related projects, some driven by ministries other than education, particularly the Ministry of Social Development (MSD) and Ministry of Justice (MOJ) these may impact on secondary schools.
Many of these projects focus on achieving better alignment between government agencies and provision of coherent, well-planned services. They also acknowledge the size, complexity and expense involved in engaging with behaviour and conduct problems. Yet they are playing out in a wider context dominated by other policies that fly in the face of research and are predicated instead on populism (eg, boot camps, National Standards in primary schools, three strikes and the maximum prison sentence).
EBS
Effective Behaviour Support (EBS), also known as Positive Behaviour Support (PBS), is a structure that enables the development of a successful school-wide culture. This is achieved by developing positive and respectful relationships through ongoing consultation with, and decision-making by, parents, students, the community and all staff. It builds on a caring environment in which students and staff feel valued and the whole school community feels safe. It involves the development of consistent expectations across all settings and by all staff. It teaches behaviours, instead of “expecting” that students just know what to do. Students identify their strengths and strive for their potential. Time spent on student learning is maximised: students are taught to work smarter, not harder. As relationships and behaviours across the school community improve, so does student engagement and academic achievement. Data on student learning and behaviour is used to make informed decisions.
TKI website and contact person
Positive behavioral interventions and support - effective schoolwide interventions
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