Implications for action
Some NWT schools are very stressful places.
Staff and students in those settings face daily doses of disruptive behaviour, especially abusive language and physical conflict. Those same schools also show the greatest stress in key factors such as time spent on discipline and dissatisfaction with relationships.
Given those realities, it should be no surprise that many people in NWT schools are not satisfied with student discipline, and say policies and training have failed to live up to their potential.
Clearly, concern among staff and regional officials is not unfounded , and requires action.
But school communities have the tools to respond.
The fact that NWT schools show a mix of strengths means people can turn to each other for help. Already, schools and communities putting a united effort into effective policies and consistent enforcement are reaping the benefits of a healthy environment, and can share those approaches with others.
Some NWT schools are very stressful places.
But school communities have the tools to respond.
The wide range of differences among the schools also means that regional boards and the Department of Education, Culture and Employment would be wise to make school-based decisions about discipline issues. It won't be enough to write global discipline policies, or to blanket all schools with one style of training. Every community will have its own issues and perspectives, each deserving respect.
A school community can use the approaches introduced in this survey to take its own pulse, as a first step toward change. It's important for that assessment to be a community-driven event involving staff, students and community. After all, those three groups have the power to turn a school around
Transforming the climate in stress-filled schools will demand a united effort on several fronts. What's needed most is the determination of a community committed to working out its own solution, relying on a mix of home-grown wisdom and regional and departmental support.
voices
I have taught in many schools but this one is by far the best because:
I find students at this age (8 to 9 years)
are experimenting with teasing, and the incidents are a result of
this teasing, although some students have very aggressive
behaviours that we are working on controlling. I find our school
is very supportive when it comes to these situations, and as the
year progresses, the amount (degree) of incidents is lessening.
- Staff member
I'll simply state that I deal constantly with cursing, abusive teenagers. This year I have had to intervene twice between two different sets of girls fighting. Some of my students are very crude towards the girls in the class, and very disrespectful towards staff.
Our houses are egged regularly, one of the teacher's cars was vandalized last year. Last year one had a skidoo stolen (and recovered) and this has happened again this year. Kids often swear at you.
The staff is great but I'll be happy to leave. The negativity
is so eroding. Too many of these kids don't care about themselves
or learning and it makes it painfully difficult for those who do.
Administrators do what they can, but are overwhelmed with the
ugly enormity of it all. This being said, we have some fine
moments, laughter and achievements.
- Staff member
I find discipline is handled effectively in
this school. The students always come first.
- Staff member
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