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

ABSTRACT

Traditional in-school approaches focus on using consequences for managing pupil behaviour. Within published literature, concerns have been raised about the effectiveness and negative impact of punitive approaches. This systematic synthesis explores the perspectives of children and young people (CYP) in secondary schools on in-school punitive behaviour management policies and practices. Papers are evaluated using an adapted version of the Critical Appraisal Skills Programme (2019) and study findings are analysed using thematic synthesis. The findings highlight CYP’s thoughts on the fairness and consistency of punitive consequences, the impact of these on academic development and emotional wellbeing, and the limited long-term effectiveness of such approaches. CYP explain their need to feel listened to, understood and supported with their behaviour and emotions. Implications of these views for school staff, educational professionals and education policy makers are outlined.

KEYWORDS:

• Word
• punitive
• sanction
• compassion
• nurture
• internal exclusion

Acknowledgments

We would like to thank the school staff who took part in the interviews and put aside some of their valuable and limited time to share their thoughts and experiences with us. Thank you also to the individuals within the schools and the wider local authority who supported recruitment of schools and participants.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Rebecca Jones

Rebecca Jones is an Educational Psychologist in Swindon after completing the doctorate course (DEdPsych) at the University of Southampton. Her primary research interests focus on supporting child development with particular attention to trauma-informed approaches, resilience and compassion.

Jana Kreppner

Jana Kreppner is an Associate Professor in Developmental Psychopathology at the University of Southampton.Her research interests focus on the role of relationship experiences, particularly caregiver-child and peer/friend relationships, in typical and atypical development and factors, effects and correlates of such relationship experiences on children’s development. Jana uses this knowledge to inform the development of relationship-based interventions to promote children and young people’s wellbeing.

Fiona Marsh

Fiona Marsh is an Educational Psychologist in Bristol. Her research and practice interests focus on inclusion in education and the early years.

Brettany Hartwell

Brettany Hartwell is a tutor on the DEdPsy course at the University of Southampton and an Educational Psychologist with Bournemouth, Christchurch, and Poole Council. Her research interests are broad yet characterised with a common core of principles. These include the importance of empowering, equitable, respectful, and restorative relationships, inclusivity, collaboration and interconnectedness, openness to new learning, holistic approaches, imagination, and compassion.