Relationships and Behaviour in Schools

Concerning student behaviour management, the works of Paul Dix and Tom Bennett have gained considerable attention in the UK. Paul Dix’s book "When the Adults Change, Everything Changes" and Tom Bennett’s role as the UK government's Behaviour Tsar both address the pressing issue of student behaviour in schools, albeit with different approaches and emphases.

Paul Dix’s Approach in "When the Adults Change, Everything Changes"

Paul Dix advocates for a compassionate and adult-led approach to behaviour management in schools. His central thesis is that adult behaviour in educational settings is pivotal to fostering a positive school culture. Dix emphasises the power of consistency, kindness, and adult authority in shaping student behaviour. He posits that when adults exhibit calm, controlled, and predictable behavior, students are more likely to respond positively.

Dix outlines several strategies for effective behaviour management:

• Consistency and Routine: Establishing consistent routines and expectations to create a sense of security and predictability for students.
• Relational Approach: Building strong, respectful relationships between teachers and students to promote mutual respect and understanding.
• Positive Reinforcement: Focusing on recognising and rewarding positive behaviour rather than solely punishing negative actions.
• Reflective Practices: Encouraging educators to reflect on their own behaviour and its impact on students, fostering a culture of continuous improvement.

His approach is heavily focused on the role of the teacher as a model of desired behaviour, suggesting that changes in adult behaviour can lead to significant improvements in student conduct.

Tom Bennett’s Approach as Behaviour Tsar

Tom Bennett, appointed as the UK government's Behaviour Tsar, has a different yet complementary perspective. Bennett’s work involves advising the government on best practices for behavior management in schools. His approach tends to emphasise structure, discipline, and evidence-based practices.

Key aspects of Bennett’s approach include:

• Strong School Policies: Advocating for clear, well-communicated behaviour policies that are consistently enforced across the school.
• Training and Support: Emphasising the need for comprehensive teacher training in behaviour management techniques to ensure that all staff are equipped to handle behavioral issues effectively.
• Zero Tolerance: Supporting a zero-tolerance stance on disruptive behaviour, advocating for firm consequences to maintain order and respect in the classroom.
• Research and Evidence: Utilising research and data to inform behaviour management strategies, ensuring that practices are based on what has been proven to work.

Bennett’s work often highlights the importance of maintaining high standards and clear boundaries to foster an environment conducive to learning.

Similarities

Both Dix and Bennett agree on the necessity of strong adult leadership in managing student behavior. They both stress the importance of clear expectations and consistency in enforcing rules. Additionally, both approaches recognise the critical role of teacher training and support in effective behavior management.

Differences

The primary difference lies in their methodologies and focal points. Dix’s approach is more relational and centred on the psychological and emotional aspects of behaviour management, advocating for kindness, empathy, and positive reinforcement. He believes in changing adult behavior to influence student behavior positively.

In contrast, Bennett’s approach is more structured and discipline-oriented, with an emphasis on strict policies, firm consequences, and evidence-based strategies. He focuses on the institutional framework and the need for clear rules and consistent enforcement to manage behaviour effectively.

Dix or Bennett?

Paul Dix and Tom Bennett offer valuable insights into behaviour management in schools, each bringing a unique perspective to the table. Dix’s compassionate, relationship-focused approach contrasts with Bennett’s structured, policy-driven methodology. Both, however, underscore the critical role of adult behaviour and leadership in creating a positive and effective learning environment. Integrating elements from both approaches could potentially offer a balanced and comprehensive strategy for managing student behaviour in schools.

Our Approach: Relationships, Crises and Responses

Transforming a school culture to emphasise respect and dignity can have a profound impact. By pivoting from a 'them and us' mindset to a community-oriented atmosphere, schools can leave a lasting positive impression on students' lives. It's all about fostering an environment where the actions and attitudes of today significantly influence students' behavior tomorrow.

Instead of traditional control-based approaches to discipline, the focus should be on cultivating a Social Contract. This strategy can mitigate adversarial relationships among staff, students, and parents, nurturing a community where relationships and mutual respect thrive.

School staff should be prepared to face community challenges boldly, preserving the unity and social fabric of the school. Training is key, equipping them with the skills to treat individuals with dignity and respect, even in times of disagreement. This approach sets the stage for a supportive atmosphere, where interaction rules are clear, visible, and upheld.

One of the highlights of our training program is the practical demonstration of the 5 Ways to Show Respect, a key component in forming the social contract within a school. This ensures that every interaction is based on dignity and respect, enhancing the overall school environment and benefiting the students tremendously.

Recognizing how Trauma and Adverse Childhood Experiences (ACEs) can affect a child's behavior is essential. By acknowledging these experiences and their impacts, a more supportive and inclusive environment can be fostered.

In school settings, concerns often arise about physical contact with students. It's important to understand that when necessary and proportionate, physical contact can be permissible under lawful circumstances. This approach safeguards both students and staff members.

Setting safe boundaries is vital, especially when children present with distressed behaviour, aggression, or violence. Training can equip staff with the skills to do this in a sensitive and appropriate manner, preventing harm and ensuring a safe, secure environment for all.

With improved conflict management skills, a school's cultural narrative can be rewritten. By encouraging staff to change their interactions – employing empathy, redirection, persuasion, and appropriate action – the goal is to shift the culture towards a more understanding, supportive, and respectful environment where dignity and respect anchor every interaction.

Here are the thoughtful comments of a vice-principal who attended our recent session “Relationships, Crises and Responses in Schools”:

“I am incredibly impressed with the experience and the valuable skills I gained. The training was comprehensive, engaging, and highly practical, making it one of the best professional development sessions I've attended.

The instructor demonstrated exceptional expertise and a deep understanding of conflict resolution. He provided clear, actionable strategies for managing tense situations, focusing on communication, empathy, and patience.

The real-life scenarios and role-playing exercises were particularly beneficial, allowing us to practice techniques in a safe and supportive environment. It was very useful that the instructor gave us examples of situations as well as used examples that we have specifically experienced as a team in our school.

The trainer was able to gauge what the participants knew already and which areas he needed to focus on. It was very clear from the start of the training that many members had misconceptions about the law and how to handle certain situations in school. The trainer was able to immediately pivot the training to make sure there are no misconceptions regarding what should and should not happen.

One of the standout aspects of the training was its emphasis on active listening and non-verbal communication. The trainers highlighted how crucial it is to understand not just what people are saying, but also what they are not saying. This holistic approach to communication will be invaluable in my interactions, helping to defuse potential conflicts before they escalate.

The training fostered a collaborative learning environment where participants could share their experiences and learn from one another.

Overall, the de-escalation training was a transformative experience. It has significantly improved my confidence and competence in handling difficult situations.

I highly recommend that this training should be extended to more members of staff to enhance their conflict resolution skills and create a safer, more respectful environment in their personal and professional lives. It will also serve as a way to make sure that there are no misconceptions regarding the handling of conflict situations.”