Discipline

Are discipline policies in place, and consistently applied?

Responses by both staff and students raise concerns about discipline in schools, especially at the junior and senior high levels.

Although most schools and regions apparently have discipline policies, many school staff and regional personnel do not see those policies as effective.

Consistency in enforcing rules comes through strongly as a common strength among schools with a positive climate.

Staff time spent on classroom discipline

Discipline eats into teaching time

• More than 10% of teachers devote at least half of their class time to discipline; 35% spend a quarter or more time on discipline. Those figures speak volumes about teacher stress ­ and about the state of some school environments.
• Some staff members, especially at upper grades, focus discipline efforts in their classrooms, perhaps to the detriment of the rest of the school.

Is school discipline policy effective?

Are consequences consistent?

Factors linked with staff views of policies

• Ineffective policies are more often reported at the junior and senior high level, by staff who also say consequences for inappropriate behaviour are inconsistently applied.
• Effective policies are more often reported in schools that promote behaviour intervention strategies.
• Principals are much more likely than other staff to believe discipline is consistent.

voices

I am not always actually dealing with a conflict, but the constant disruptions interfere with teaching and learning to such an extent I rarely feel teaching and learning is occurring.
- Staff member

Students are not bad, they just go to the edge of the limits set out for them. The problem faced here is that there are no consequences for actions; therefore, students do not learn reasonable limits.
- Staff member

Our school is trying very hard to take a consistent team approach to discipline. There is a lot of sharing of techniques. The school community counsellor, an outside counsellor and social services are very active in working with students. The local community is made aware of the concerns we have with some students' behaviour.
- Staff member

Principals: Examples of weekly administrative time on discipline

Some principals consumed by discipline

• Principals in some schools spend great chunks of their day on discipline, while others spend no time at all some weeks. The principal who spent the most time on discipline also reported several large-group student clashes and negative encounters with parents; among other schools, large-group incidents seldom occur, and clashes with parents happen infrequently.
• In contrast to staff members, principals more often discipline outside the classroom.
• Principals also differ from other staff members in viewing discipline policies as more effective. Reports from principals provide solid evidence that, in some schools, parents and others take active roles in resolving discipline issues.

voices

A male janitor reported a fight. One Grade 7 student seemed to have asked the Grade 10 student to attack the second Grade 7 student. The attacker was much bigger and beat the victim with his fists. The situation is not resolved. RCMP called in to investigate. No report yet. Social worker called to inform of victim's plight. CEC chairperson called and meeting held
- Principal describing "extremely serious" fight

Most minor offences in common areas, hallways, washrooms, playground etc., are handled with "incident reports". Staff witnessing the offense fill out a report my responsibility is to view the reports, determine the detention, follow up if necessary, and file in my discipline file once detentions are served. This task can be time consuming.
- Principal

Do students make sure rules are followed?

Students say rules least followed in high school

• Most students consider rules of behaviour to be clear, although close to 25% of junior and senior high students indicate the rules are not clear.
• Most students feel staff enforce the rules, both for the class and for the school as a whole. Junior and senior high students, however, see staff as less willing to enforce rules for the school as a whole than for the class.
• Nearly 75% of the junior high and senior high students clearly feel fellow students do not follow rules.
• Again, as with satisfaction levels, responses from high school students give the most cause for concern.

voices

Four Grade 6 male students became enraged and were involved in a very serious fight at the end of the school day.

Two students who had been taken home earlier to avoid this fight returned to the school at dismissal time to participate. Ten staff members in all were required to break up this fight. RCMP were contacted. Three members arrived to help sort it out. All parents were contacted, but only one parent came.

Students received a two-week suspension. All students and parents met with CEC (Community Education Committee) members, RCMP, Social Services and school administration.

Students participated in mandatory community service during their suspensions. They each received weekly counselling with Social Services. All are under the age of 12.
- Staff member from school reporting unusually large number of incidents

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