Government statistics last month showed that expulsions and suspensions have increased notably since the pandemic - this has come as no surprise to those on the front line in schools and trusts.

Sadly, over the past two years or so, we have all witnessed an increase in behavioural issues driven mostly by the fact that the opportunities for young people to learn the usual routines, rituals and structures that govern their ability to self-regulate in school - and at home - were taken away.

Addressing this is now a top priority in many schools and trusts.

For some settings, this may mean rigid enforcement of rules, strict routines and somewhat draconian policies. There is no doubt that in some settings this works and the results achieved are testament to that.

I am not against the idea of “strict” rules in school that support the learning of young people, however the copy-and-paste aspect of this model has limitations, which can lead to poor mutations.

There are so many variables that need to be in place to create a conducive environment for robust routines and rituals - not least a stability of staff in a school that in the current crisis of teacher recruitment and retention makes it hard to achieve. 

I also worry that, too often, suggesting any other approach when discussing behaviour is portrayed as having “low expectations” for children and wanting to indulge in some sort of behavioural free-for-all - which, of course, is nonsense.

Debates dominated by a few voices

What’s more, the debate about behaviour is often dominated by the most strident voices, rather than the sector as a whole engaging in a sensible discussion that acknowledges that, just as there is a spectrum of behaviour, there is a spectrum of behavioural management techniques.

It is worth noting that some of these voices have contributed significantly to bringing the debate around behaviour management to the forefront of education policy. But we are still too invested in who said it rather than what is being said.

For example, the hotly debated “silent corridors” may work wonders in some settings but a school that is truly excellent doesn’t necessarily need this as a prerequisite, in the same way it needs great teaching practice or an ambitious curriculum, for example.

As a sector we are hung-up on practices such as these, that dominate the debate and miss the point entirely.

Whether you are in favour of them or not, it is OK to agree or disagree with aspects of behavioural approaches, and it is worth noting that you are not converting to a religion or some cult if you pick and choose approaches that are closely associated with certain behaviour experts.

I have benefited hugely from a wide range of experts and their books, and in some cases, where they are school leaders, their schools are amazing places that bring their literature to life.

They are often a stark contrast to the polarising opinions that we see on social media about anyone who insists on stringent systems and processes in schools. 

On the subject of “silent corridors”, when I was at school, time in the corridors between lessons was vital in enabling me to build up social and cultural capital that helped me to feel part of my community - among my friends, school and wider society.

As an English as an additional language student, learning the social etiquette of friendship interactions and developing my communications skills were crucial, and these are all skills that have served me well throughout life.

I still would have done well at school if I had been in a setting with silent corridors, but contextually (and that is the key) I don’t think it would have added any value, and it would probably have taken away from the experience.

In the post-pandemic world, we need to think about these contextual aspects of behaviour more and more because, if we start depriving young people of the chance to form the social connections they were deprived of for so long during the Covid lockdowns, we risk making the situation worse.

Huge impact of expulsions

Similar caution needs to be applied at the extreme end of behaviour, around exclusions.

As noted earlier, data shows that these have increased. I certainly don’t subscribe to a notion of no exclusions in school - if genuinely required, they can be the right and proportional response.

However, we must be very careful about moving too quickly to exclusion as the solution to addressing a raft of behavioural issues in schools because the lifelong impact on the student concerned can be devastating.

For example, we know there is a link between children who are excluded and their chances of being involved in crime or going to prison. We also know that children tend to get one shot at education. If that is derailed, they rarely get another and the chances of them succeeding are limited.

As such, we need to think carefully about how we apply this sanction to someone when it will shape the rest of their lives.

That does not mean we don’t apply it where needed, it just means we apply it with serious caution, and only if it is the best thing for that child and have considered the options open to us. Being in mainstream education is not the best thing for every child.

It might sound clichéd but we all make mistakes when we are young and naive, and we all change as we grow.

If someone’s life path is to be defined by the mistakes they made as a young person - especially in the aftermath of the pandemic and the huge disruption it brought - we need to think hard about this sanction before applying it.

The fact that in many schools, despite making several exclusions, there is not a marked improvement in behaviour suggests that the systems are at fault. Exclusions are not a solution to the entire problem. 

The importance of inclusivity

Finally, if we are to truly get to the heart of the behaviour issues impacting education, I think all schools need to reflect on issues of inclusivity and use that as a driver to improve behaviour.

After all, how can those looking to set the behaviour agenda in a school expect buy-in if they don’t create an environment where young people feel they, or their social dynamics, cultural capital and numerous other demographical factors that affect their life, are understood by those in charge.

I do think the disconnect between professionals and young people, especially if they are from very different backgrounds, often leads to a breakdown in relationships and rapport.

Relationships are built with a shared understanding, which requires effort from the adults, not just the children.

As leaders we need to ensure that we are visible in our communities, we know where our children come from and we understand a bit about their lives. In doing so, we create opportunities to build rapport and respect, leading to a mutual appreciation of those high expectations we set. 

This approach may be at odds with those who see school as a place to impose top-down behaviour policies that must be enforced rigidly, but perhaps it comes down to perspective?

Schools cannot stand in silos within communities but need, instead, to be their beating heart. To do this we need to step out, as well as invite in.

We can choose to have a glass-half-empty view of children - that they don’t want to behave and therefore need to be regulated.

Or we can have a glass-half-full approach and see young people as wanting to get along, and needing guidance and support to do just that. The same can be said about communities - I often hear the categorisation of certain communities and young people based on their background.

If we get that right it doesn’t mean behavioural issues won’t rise up, that rules won’t need to be enforced or, in extreme cases, expulsions required.

Behaviour, like anything in school and life, needs to be taught - assuming that there is a shared understanding of expectations is misguided.

Schools need to work with their communities, teachers and pupils to develop a shared curriculum that forms the basis not just of the rewards and sanctions we are used to but which explicitly outlines how to behave in all aspects of school life and what that behaviour looks like.

Sufian Sadiq is director of teaching school at Chiltern Learning Trust