01-05-2025
The four serious, common problems in colleges in Wales
The four serious, common problems in colleges in Wales
Absenteeism, lateness, social media misuse, and vaping are becoming "widespread" issues in FE colleges in Wales, said education watchdog Estyn
Cardiff and Vale College Cardiff & Vale College addresses behavioural and disciplinary issues through a clear three-stage process, said inspectors
(Image: Phil Boorman Photography Ltd )
Colleges in Wales face "increasing behavioural challenges" from students, says education watchdog Estyn. Absenteeism, lateness. social media misuse, and vaping are becoming "widespread".
More serious issues like sexual harassment and substance misuse are less frequent, but remain "a concern", the Wales-wide schools inspection body says in a report into behaviour in Wales' further education colleges , published on May 1.
The Estyn report follows widespread alarm about worsening behaviour and violence in schools. Now that problem seems to be evident in colleges too - both among teenagers on courses for those aged 14 to 16 and for post-16 courses.
Estyn's report highlights how behaviour varies across learner groups. It says male learners on vocational courses such as construction "are more likely to demonstrate inappropriate behaviour" . This includes "using inappropriate language towards female learners, often driven by an effort to fit in or assert dominance in predominantly male environments".
Inspectors found that neurodivergent and marginalised learners are at increased risk of bullying and harassment. Estyn recommends that colleges beef up support for these "vulnerable" learners. The inspectorate said clearer national guidance and targeted strategies is needed, particularly to address the misuse of social media and vaping. The report follows thousands of incidents in schools including stabbings and teachees being stamped on - you can read more about that here.
Owen Evans is Chief Inspector of Education and Training in Wales
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"While many (college) learners engage positively and respectfully with their college communities, persistent negative behaviours and emerging trends continue to impact learning environments," inspectors found.
After visits to seven colleges, national surveys of staff and learners, and consultations Estyn compiled its report 'Learner Behaviour in Further Education Colleges: Understanding, Supporting and Promoting Positive Behaviour' . The doeument looks at how colleges promote positive behaviour, support staff, and respond to what Estyn describes as "the complex needs of learners". You can get more story updates straight to your inbox by subscribing to our newsletters here.
Inspectors said they found that the legacy of the pandemic continues to affect learners' behaviour and staff well-being.
"Many young people – especially those on lower-level courses – are struggling with social skills and resilience. This, in turn, places pressure on staff, many of whom report heightened stress and a need for more support to manage behavioural disruptions effectively and protect their well-being," the report said.
Owen Evans, Chief Inspector of education and training in Wales and head of Estyn, said the "growing complexity of behavioural issues facing colleges" must not be overlooked and that long term investment was needed to "create inclusive, respectful and safe learning environments for all".
While most negative behaviours were low-level, several common issues emerged across the seven colleges inspectors went to, Estyn said. Staff reported non-attendance and poor punctuality as one of their top three behavioural challenges as well as students not paying attention.
There was also inappropriate use of mobile phones with learners recording and sharing content during class. and vaping and smoking: frequently seen near entrances and, in some cases, inside buildings. Social media misuse, such as cyberbullying, inappropriate content sharing, and disrespectful interactions, was "a recurring concern".
Though rare, Estyn listerd these "more concerning behaviours"
Peer-on-peer abuse: Such as sexual harassment or coercive control.
Physical altercations: Often linked to external conflicts brought into the college.
Theft: Particularly in communal areas such as refectories.
Substance misuse: Cannabis was the most common concern.
Misogynistic attitudes: Influenced by high profile social media figures, leading to disrespectful behaviours towards female learners.
"Influences from controversial social media figures were particularly evident in male-dominated courses, where inappropriate behaviours towards female learners occurred," the report warned.
Staff noted that serious incidents involved a small number of learners. These incidents were often linked to individual circumstances, external factors, or unresolved personal conflicts. Vaping, in particular, emerged as a pervasive issue, with learners vaping frequently during breaks or between lessons, Estyn said.
"Many perpetrators came from multiple disadvantaged backgrounds, including low- income families, disrupted homes, or with ALN. Students from poorer socio- economic areas or those with ACEs exhibited higher levels of disruptive behaviour," they said
"These learners, often lacking emotional maturity, exhibited negative behaviours, sometimes driven by peer pressure, a sense of entitlement, or lack of accountability. Negative behaviour was more prominent in level 1 courses where in many cases, emotional maturity was still developing."
A staff survey highlighted that refusal to respond to staff member requests was also a common issue.
Bridgend College, Cardiff and the Vale College, Coleg Cambria, Coleg Gwent, Coleg Sir Gar, Pembrokeshire College and St David's Catholic Sixth Form College Further education all took part in the report.
All had useful measures to tackle behaviour and these were also cited by inspectors. These include Bridgend College hosting support fairs bringing in outside agencies such as "Lads and Dads" as well groups working in sexual health, substance and alcohol use. Pembrokeshire College has an onsite youth worker and St David's College staff try to model good behaviour with initiatives such as meeting and greeting students, recognising positive conduct and a restorative approach to problems.
Estyn said Cardiff and Vale College addresses behavioural and disciplinary issues through a clear three-stage process focussing on early intervention, with at-risk students identified, clearer consequences, consistent responses to poor behaviour and possible outcomes outlined including suspension and exclusion.
But while many colleges offer staff training in behaviour management and trauma-informed approaches, implementation is often inconsistenr, Estyn said,
Funding is a problem. Inspectors said colleges rely heavily on short-term funding, which limits their ability to have consistent policies, and keep experienced to address behaviour issues.
The report make a series of recommendations including that funding body Medr considers how FE funding can support long-term investment in behaviour management systems and the retention of skilled staff.
The Welsh Government is holding a summit on behaviour in schools this month following widespread issues, including the stabbing of two teachers and a pupil at Ysgol Dyffryn Aman in Ammanford, Carmarthenshire. The girl, aged 13 at the time, was last week has been detained for 15 years for attempted murder.
Staff at some schools have also walked out in rows over behaviour. In one case a teacher locked her class in the classroom because a pupil was being threatened by another child outside. Staff and pupils have reported physical and verbal violence.
The Welsh Government said: 'Behaviour is a key indicator of learner engagement and we are working closely with Medr to support Further Education colleges to develop a consistent and effective approach to learner behaviour.
'FE Colleges are part of our wider programme of work including a roundtable this month on safety in schools and colleges and a National Behaviour Summit.
'Individual FE colleges have their own policies on attendance and behaviour – these often include policies on vaping and acceptable use of social media. We do not waver from our prioritisation of improving attendance, for both pre- and post-16 learners.'
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