ScotGov warned that words won't solve school behaviour crisis

The Herald Scotland

17-06-2025

EIS General Secretary Andrea Bradley said that the government must provide more than 'carefully considered words' as she demanded greater investment and increased resources, insisting that 'policies alone' will not be enough.
During a recent appearance at the EIS AGM, education secretary Jenny Gilruth was challenged on the issue of violence in schools, with one delegate asking if it would take a teacher being murdered in their classroom to force the government take 'real action'. Ms Gilruth was also heckled with cries of 'nothing is being done' when she said that violence in schools is unacceptable.
In her ministerial foreword to the latest publication, Ms Gilruth points to the Covid pandemic and the cost of living crisis, arguing that their impacts on society mean that it is 'unsurprising that the structured demands of the school day have been challenging for some pupils.' She goes on to admit that 'schools and teachers must be better supported to tackle disruptive behaviour'.
The new guidance document sets out a number of 'key messages' which include a focus on children's rights and the need for 'early intervention and prevention.'
It describes the concept of consequences as 'an important tool to help reinforce boundaries and expectations' and says that the term 'refers to the actions or interventions implemented in response to a child or young person's behaviour.'
The use of exclusion is also discussed, with the guidance stating that it can be used 'a last resort, where this approach is proportionate and there is no appropriate alternative.'
The document includes an appendix which lists examples of negative pupil behaviour alongside possible explanations for these actions (described as 'underlying needs and functions of behaviour') and examples of the types of responses that might be appropriate.
For example, if a pupil is engaging in 'unsafe, anti-social, or otherwise unacceptable behaviour, including shouting, abusive or potentially physical behaviour during breaks or period changes', teachers are encouraged to consider if the child may be 'showing off to friends to gain authority/acceptance/status' or 'not yet developmentally able to understand and manage big emotions.' The possibility that they may simply be 'an excitable child' is also noted, with teachers told that they 'may accidentally knock into others without realising the impact.'
Possible responses include 'restricted access to corridors', engaging in a reflective exercise, or being permitted to leave class earlier than peers.
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In addition to the document exploring guidance around consequences, the government has also issued non-statutory guidance to schools and councils on risk assessing violent, aggressive and dangerous behaviour from pupils.
Commenting for the EIS, General Secretary Andrea Bradley said:
'While welcoming the intent to address the issue, the EIS has been clear in relation to both the national behaviour action plan and the Consequences guidance that policies alone will not address the serious issue of violence and aggression we are seeing in schools across Scotland unless they are accompanied by additional funding and dedicated investment in education. There need to be a range of interventions, underpinned by resources, which can be adopted to ensure that everyone is safe in school – pupils, teachers and school staff.'
'We cannot ignore the educational and wellbeing impacts of behaviour which gives rise to significant disruption and health and safety concerns. So, there does need to be a set of escalating consequences available to respond to this, up to and including exclusion. The EIS would, however, say that exclusion should be used judiciously. We are aware of the long-term impact of exclusion and time should be taken to plan for effective interventions which will look at fully re-engaging the young person in education, addressing the underlying causes of the behaviour and making plans to minimise the risk of recurrence, with health and safety always being a prime consideration.'
Ms Bradley explained that the guidance issued by the government in fact reflects existing policy by promoting approaches involving early intervention and restorative practice, and that issuing new documentation is not likely to change the reality in classrooms across the country: 'These are sound educational approaches but teachers have been clear that they need time and space and resources to implement them – we need smaller class sizes, reduced class contact time and investment in ASL to tackle the violence and aggression in our schools.
'The reality is that, unless the guidance is matched by investment, little will change. We need more than carefully considered words to make a difference, we need investment, and we need more resources -including more teachers and support staff in our schools.'
The EIS is currently holding a consultative ballot for industrial action over class contact time in Scotland. The most recent SNP manifesto promised that this would be reduced by 30 minutes per week but no progress has been made towards achieving that goal, which is not expected to be delivered before the next Holyrood election. Earlier SNP manifestos pledged to reduce class sizes.
The Scottish Government is also attempting to restore teacher numbers to 2023 levels through the use of targeted funding, but has faced pushback from a number of councils.
Speaking during a visit to a primary school to launch the guidance document, Jenny Gilruth said:
'The majority of children and young people behave well in school, but where someone needs support with their behaviour, it is important that schools can respond in ways that are appropriate, supportive and respond to the needs of each individual child. Evidence clearly shows young people need structure and boundaries to support their development and having predictable consequences helps them to feel safe.
'Responding to behaviour in our schools requires all members of the school community – staff, children and young people and parents and carers – to work together to identify the values that underpin school life, how this translates into expectations of behaviour, and to support appropriate responses. We want to create a strong partnership between home and school to help create a consistent, supportive environment where children feel safe, respected, and are better able to learn and thrive.
'This guidance takes account of the concerns about behaviour I have heard from teachers, support staff and teaching unions, and will be an important tool in ensuring that they are properly supported in our schools.'