All Norwegian school children are assessed twice a year on their sense of ‘personal order and social behaviour’.
Articles on Student Behaviour
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School board members in one Massachusetts district have called for the National Guard to address student misbehavior. Does their request have merit? A school discipline expert weighs in.
For the past year, a Senate inquiry has been looking at “increasing disruption in Australian school classrooms”.
Mental health for teachers carries critical benefits for students.
Earlier this month, a Senate inquiry recommended Australian students need specific lessons in how to behave.
A Senate inquiry has found Australian students need specific instruction in how to behave.
A major international report says the “disciplinary climate” in Australian schools is among the “least favourable” in the Organisation for Economic Co-operation and Development.
As NSW overhauls its approach to suspensions, school discipline continues to be one of the most difficult issues in Australian schools.
High-stress schools undermine teachers’ commitment and risk losing even more from the profession at a time of growing staff shortages. But schools can take steps to reduce the causes of stress.
Teachers should seriously reconsider using technology to monitor behaviour because of the negative impact it could have on students.
There is conclusive evidence that in most cases, suspension only reinforces negative behaviour.
Research shows punishments like suspension and expulsion further disadvantage already vulnerable students and could result in long term criminal and anti-social behaviour.
In the Oscar-winning film ‘Moonlight,’ as well as schools across the US, student misbehavior is being cast in a new light. How can school discipline address the root of the problem and save our kids?
Leaving teachers to deal with challenging behaviour on their own can be unproductive and stressful.
Schools need to avoid practices that exclude badly behaved students and instead offer more ongoing, personalised support.
Schools and universities pump lots of time and money into collecting data on learning analytics, but there is no research to show that such data actually helps to improve learning outcomes.
Top contributors
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Professor and Director, Centre for Research in Educational and Social Inclusion, Adelaide University
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Research associate, Adelaide University
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Associate Professor, School of Educational Psychology and Inclusion, Monash University
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Professor of Law, University of South Carolina
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Associate Professor, School of Teacher Education, Charles Sturt University
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Professor of Inclusive Education, Adelaide University
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Clinical Assistant Professor of Education, Health and Behavior Studies, University of North Dakota
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Lecturer, Monash University
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Adjunct Research Fellow, Adelaide University
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Adjunct Professor, Adelaide University
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Research Fellow, Adelaide University
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Lecturer, Harvard University
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Executive Dean, Faculty of Education, Philosophy and Theology, University of Notre Dame Australia
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Associate Professor of Educational Leadership and Policy, University of Florida
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Professor of Learning Sciences, Monash University