Punitive behaviour management policies and practices in secondary schools: A systematic review of children and young people’s perceptions and experiences

Figures & data

Table 1. Search terms.

Category	Search Terms
The voice of the CYP	Voice* OR View* OR opinion OR Reflect* OR Perspective* OR Experience* OR insight*) N1 (Student* OR ‘young pe’ OR youth OR pupil* OR learner*) OR Descriptor ‘Student Attitudes’
Behaviour management	‘Behaviour management’ OR sanction* OR exclusion* OR ‘school isolation’ OR seclusion OR ‘internal isolation’ OR ‘Behaviour policy’ OR ‘Behaviour practice’ behaviour* OR behavior*
Policy/practices	Policy OR policies OR guidance* OR practice* OR management OR ‘Policy Making’

Table 2. Inclusion and exclusion criteria.

Inclusion	Exclusion
Studies available in English language.	Studies not available in English language.
Mainstream school settings and alternative provisions worldwide.	Special educational settings.
Secondary aged CYP (typically 11–16 years) or CYP in the secondary stage of education and completing secondary level qualifications.	Nursery School Children, Primary school CYP (4–11 years) CYP completing further or higher education qualifications
CYP’s attitudes/values/beliefs on school behaviour policy.	Studies which focus on the use of corporal or physical punishment.
Journal articles published in or after the year 2004.	Journals/articles published before 2004.
Punitive behaviour policies which aim to keep CYP in school (detentions, report cards, internal isolation)	Studies focused on fixed term or permanent exclusion from school.
Qualitative studies or qualitative elements in mixed method studies	Quantitative studies

Figure 1. Preferred Reporting Items for systematic Reviews and meta-Analyses (PRISMA) flowchart (Moher et al. 2009).

Figure 2. Themes and subthemes of CYP’s perspectives and experiences of punitive in-school behaviour policies and practices, participant quotes are illustrated in quotation marks.

Table 3. Implications for multiple audiences.

Relevant persons	Implications
Academic teaching staff	This review suggests the need for a planned provision of a quieter, distraction-limited time, within lessons, when CYP can complete their work but still receive support from a qualified teacher. According to the views of CYP, many teachers could be more mindfully aware of the way in which their biases, expectations and previous judgements of CYP shape their behavioural management decisions. This could be achieved through peer reflection with colleagues and a willingness to explore alternative, compassionate perspectives.
Pastoral support staff	This review has highlighted that CYP can be supported through listening, understanding their needs and background, working with them to resolve behavioural and emotional conflicts, and problem-solving possible future choices. In light of this, useful training for pastoral staff to help them support CYP may include mediation, conflict resolution, conciliation skills and restorative justice.
School leaders and academy CEOs	After considering the potentially detrimental impact of using punitive approaches and suggestions for change made by CYP, school leaders may wish to explore alternative approaches to fostering prosocial behaviour. School leaders and academy CEOs would benefit from reviewing the consistency and congruency of the approaches used in their school across staff in participation and consultation with CYP themselves. It would be beneficial if school leaders and academy CEOs regularly monitored and critically reviewed the impact of sanction based approaches on positive change, over time. This would involve gathering data on the frequency of sanctions used and correlating this with a range of academic, social, emotional and behavioural outcomes.
Parents and carers	Research has highlighted the importance of congruence and consistency of behaviour approaches between home and school settings and has outlined the positive impact this can have on academic and behavioural outcomes, as well as attitudes towards school (Henderson and Mapp 2002). Using similar approaches at home and school will allow for the development of similar expectations and reduce any conflicting messages. Provide parents and carers with relevant information on complementary approaches.
Educational practitioners (EPs) e.g. educational psychologists	EPs are qualified and skilled at using consultation and training to support schools at the individual, group and whole-school level. This makes EPs well placed to sensitively challenge perceptions, explore behaviour policies and practices and support school staff and leaders to optimise and update their approaches, as appropriate. EPs have a role in enabling all education staff in their local authority to compassionately explore the function of behaviour and encourage the development of person-centred plans (LaVigna et al. 2022). They may also be involved in ensuring that school staff are sufficiently attachment-aware and trauma-informed.
Education theorists and wider UK policy makers	The heavy reliance and ongoing emphasis on punitive practices in the UK school system is something which would merit further analysis. The diversity of views and responses of CYP to the same in-school punitive approaches suggest a need to widen the scope of possible behavioural support approaches outlined in the guidance provided to schools. Supporting teachers to understand which approaches work for which CYP and why would be beneficial.

Moher, D., A. Liberati, J. Tetzlaff, and D. G. Altman. 2009. “Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement.” Annals of Internal Medicine 151 (4): 264–269. https://doi.org/10.7326/0003-4819-151-4-200908180-00135. PRISMA Group*.

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Henderson, A. T., and K. L. Mapp. (2002). A New Wave of Evidence: The Impact Of School, Family, and Community Connections on Student Achievement. National Center for Family & Community Connections with Schools. Annual Synthesis, 2002. Accessed May 13, 2022, from https://files.eric.ed.gov/fulltext/ED474521.pdf.

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LaVigna, G. W., E. C. Hughes, G. Potter, M. Spicer, L. Hume, T. J. Willis, and E. Huerta. 2022. “Needed Independent and Dependent Variables in Multi- Element Behavior Support Plans Addressing Severe Behavior Problems.” Perspectives on Behavior Science 45 (1): 1–24. 10.1007/s40614-022- 00331-4

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