How to fix Aussie kids’ dire classroom behaviour

Importantly, if found a correlation between students’ perception of a positive classroom environment and academic performance.

The converse is also true. One study of 150,000 NSW school children in their first year of school found that one in five displayed “patterns of heightened disruptive behaviour”. They went on to perform at significantly lower levels in NAPLAN tests than their less disruptive peers.

Evidence-based teaching practices

The Senate report recommends the creation of a “behaviour curriculum” so that teachers clearly understand what their students should – and should not – be doing.

It said evidence-based teaching practices, such as explicit instruction, were closely aligned with better behaved kids, as were traditional classrooms with desks in rows that faced the teacher at the front.

It called for an annual national survey of students and staff on behaviour, and the inclusion of targets around behaviour in the upcoming National Schools Reform Agreement, which divvies up funding between the federal government and the states and territories in exchange for them meeting certain targets.

When Craig Butler arrived as principal at Eagle Vale High School in Sydney’s western suburbs, he was met with laughter and derision when he told his first school assembly that he wanted it to be the best school in the region.

Three years later, suspensions are down 80 per cent, negative incidents are down 75 per cent, and positive student mentions are up 325 per cent.

The graffiti has gone, attendance and uniform wearing has shot up, mobile phones are locked away, enrolments are increasing for the first time in years, and a quarter all of year 12 students received a university offer this year – it used to be just one or two.

“It’s about building positive relationships so students can see themselves as successful,” Mr Butler said. “It’s about personal responsibility, and it’s about rewarding kids when they go above and beyond what is expected.

“We are very vocal and very clear about what our expectations are, and we support students to achieve that. Kids feel valued.

“It’s a reflection on the staff and the effort they have put in – their commitment – to our students and our community.

“Teaching can be a difficult gig, but it’s the kids who give you the energy, and they definitely give me more energy now than I give them. It’s wonderful stuff.”

‘Set up to fail’

Opposition education spokeswoman Sarah Henderson said declining academic results on NAPLAN and the OECD’s OECD’s Program for International Student Assessment confirmed that urgent action was required to combat classroom disruption.

“Students cannot learn in a disruptive environment, and hardworking teachers must have the training and resources to adequately manage poor classroom behaviour,” Senator Henderson said.

“Australia has some of the most disorderly classrooms in the world, and our parents, teachers and students deserve better. Young Australians who don’t reach their best potential at school are being set up to fail.”

Glenn Fahey, director of the education program with the Centre for Independent Studies, said the report was thorough, fair and forward-looking.

“It provides policymakers with at least two key anchors: a behaviour curriculum and a behaviour survey,” Mr Fahey said.

“The curriculum sets out clear expectations for what children should be able to do and provides teachers with some guidance about what they should be prioritising in classes.

“The survey would finally provide us with some reliable statistics to measure the performance in this area. Both would put us on track to start improving performance in this area.”