Teachers and parents have become increasingly alarmed by a decline in classroom behaviour since the end of the pandemic — and a method imported from the justice system is being blamed.
Restorative practice, involving “constructive conversations” with unruly youngsters in an attempt to make them understand what they have done wrong, is taking the place of more traditional sanctions such as detentions or withdrawal from activities.
But members of the Scottish Secondary Teachers’ Association (SSTA) have unanimously backed a motion that warns the approach is time-consuming and if mishandled can result in “severe damage to teachers’ classroom authority”.
They are calling for a full training programme to be implemented and have also flagged the “mixed bag” of approaches used by schools to promote good behaviour.
