Training

Does training make a difference?

Given the fact that student discipline is an issue, it's important to ask whether NWT schools would benefit from more training in such areas as mediation, crisis intervention and conflict resolution.

Scattered training already occurs in some schools, with mixed results. Overall, the training appears to have limited impact, especially in schools that do not take a team approach to applying the strategies.

Would colleagues support intervention strategies?

Staff welcome training in managing behaviour

• Staff in NWT schools (77%) believe behaviour intervention training holds considerable promise, and 72% say colleagues would support the strategies.
• Staff who have received training in intervention strategies give the approach higher ratings if they work in schools that promote the methods.
• In supportive settings, staff trained in behaviour intervention report:

1. Greater control over the school environment (64%);
2. Fewer (57%) and less severe (64%) incidents;
3. Ability to identify points of early intervention (87%);
4. More respectful interpersonal relations (49%);
5. Less class time spent on discipline.

• Staff who consider the training effective also appear more satisfied with discipline, and express greater faith in their school's discipline policies.

Can intervention strategies be effective?

Impact of training by itself limited

• Only a minority (40%) of staff say their schools promote behaviour intervention or management strategies.
• The training has reached only about 50% of staff and 13% of students.
• Staff who have been trained in a strategy, but not necessarily working in a supportive school environment, report:

1. Greater control over the school environment (53%);
2. Fewer (49%) and less severe (54%) incidents;
3. Ability to identify points of early intervention (82%);
4. More respectful interpersonal relations (39%);
5. Less class time spent on discipline.

Principals trained, but not entire schools

• Of the 27 principals surveyed, about 75% have taken training in intervention strategies.
• Approaches used in that training include Non-violent Crisis Intervention and the Lions Quest Skills for Growing.
• Only 15% of the principals say their schools have formal programs of behaviour intervention.
• Most principals consider the strategies useful in their schools.

voices

Boyfriend-girlfriend argument, both parties swearing, being verbally abusive. Female was slapping and pushing male student, both in Grade 10. This couple are expecting a baby in the new year so are invested in the relationship. Teacher /counsellor took female into office to calm her and talk to her. Later, invited male student to join. Discussed issue of argument and cooperatively identified behaviours that enhance problem solving rather than argument.
- Staff member

A boy in Grade 5 jumped on another Grade 5 boy's back and was choking him. The attacker claimed his victim had laughed at him in class (about two hours previous). Female teacher inter -vened. Discussion of problem solving. Referred to chart that shows how to avoid using violence by giving them a step by step formula. The attacker in this case must try to count 1-2-3 to remind himself of the steps.
- Staff member

Did students participate in these programs?

Did taking the program help?

Few students offered training

• Among students in grades 4 to 6, about 34% say they've had training in conflict skills.
• Among students in grades 10 to 12, only 4% report that they've been trained.
• Of the students who have participated, only a minority term the programs effective.

voices

A teacher asked a male Grade 6 student to sit down, and take his feet off the wall. He calmly got up and left the school. The next morning we sat down and talked about why he left. He said he was bored, the work was too hard and he doesn't like being told what to do. I reminded him that the less you do the harder it becomes He was re-admitted after passing this information to his teacher. This student is highly unstable, but he is open when approached in a caring fashion.
- Principal

A Grade 12 student who is often aggressive called me a "cunt" and slammed his books down. I told him to leave and not return unless he's ready to apologize. I would rather the student be punished, but the principal will not punish students. The principal returned with the student, who apologized, yet continued to blame the situation on me. The principal failed to address the abusive language.
- Female teacher

Do regional staff believe training works?

Regional staff and boards ambivalent about training

• More than 68% of regional respondents say their boards provide training in intervention strategies.
• As indicated above, only slightly more than 50% at the region feel the training has been effective. Those numbers echo the responses of trained school staff.

More than 40% of regional personnel are uncertain about the effect of training.

What do these findings imply about training?

• Any NWT-wide policy regarding behaviour intervention strategies should promote a team approach involving the community and students as well as school and regional staff.
• A school-specific needs assessment should precede any training.
• Some combination of strategies may be needed to meet the unique conditions in each school.
• It's crucial to monitor and evaluate the impact of the training, and make adjustments if needed.

Behaviour intervention training may offer rewards for schools that fully integrate the techniques. At present, however, the potential remains untapped.

voices

After a week of repeated incidents involving abusive and obscene language, physical threats, the male division one student struck me in the groin. I had approached the administration several times about resolving the situation.
- Male teacher

This is a very small school with parents who value education. Discipline is not a main problem, but there are no policies or strategies in place. Discipline and support to teachers appears to be minimal.
- Staff member

Male Grade 7 student refusing to complete activity - asked several times. Teacher asked him to sit down; he punched her on the nose, causing a bloody nose. Those involved in the resolution were parents, CEC members, principal. Anger management, problem solving skills, time out strategies and seeing the counsellor weekly were consequences.
- Staff member

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