Managing student behaviour

Behaviour: Senators ignored the research

By Glenda McGregor and Martin Mills

Schools are workplaces as well as places of learning. All those who work in them have the right to feel safe. Clearly, not all teachers feel safe. The interim report of the Senate Education and Employment References Committee: The issue of increasing disruption in Australian school classrooms and the submissions to it provide evidence for

Distorted: this feeble report misses the boat on classroom behaviour

By Linda Graham

At an event at Parliament House earlier this year I heard that 2024 is going to be the year of education. That is excellent news given that we haven’t heard much about education from the Albanese government but, to be honest, that has been somewhat of a blessed reprieve given the hyperventilation of the previous

The hit and miss of dealing with disruptive behaviour in schools

By Linda Graham

Disruptive student behaviour is a major source of stress for Australian teachers and one of the most common

Myth buster: improving school attendance does not improve student outcomes

By James Ladwig and Allan Luke

Does improved student attendance lead to improved student achievement? Join prime ministers, premiers and education ministers from all sides of politics if you believe it does. They regularly tell us about the need to “improve” or “increase” attendance in order to improve achievement. We recently had unprecedented access to state government data on individual school

Educational researchers are right: schools should dump naughty corners and time-out strategies

By Linda Graham

 Popular media erupted this week around the use of naughty corners in Australian classrooms. Two South Australian researchers,

Persistent misbehaviour challenges teachers more than student violence and aggression

By Anna Sullivan

Australian schools are not out of control and violent behaviour in Australian classrooms is not common. Don’t believe the media beat up that has been going on for at least the last two decades. Our research confirms what teachers already know: low-level disruptive and disengaged behaviour is the main problem in our classrooms, not violence