• Question: What is the science of dealing with student behaviour for stealing? Do in school suspensions have positive outcomes?

    Asked by dwellsey to Yvonne, Sara, Richard, modsu, Mike, Matt, Lorna, Kathryn, Jacob, Emma, Efrat, Courtenay, Camilla on 24 Apr 2018.
    • Photo: Su Morris

      Su Morris answered on 24 Apr 2018:

      This isn’t an area I have expertise in, however I spotted some research undertaken in New Zealand that looked at an intervention with 3 pre-adolescent children which might be of interest – https://ir.canterbury.ac.nz/bitstream/handle/10092/1545/thesis_fulltext.pdf?…1

      And this report looked at relationships between stealing and other behaviours in adolescents – https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3671850/ – they found relationships with other behaviours including substance and alcohol abuse, and suggest this may be related to poor impulse control. “Regardless of the underlying mechanisms for the association between stealing and other externalizing behaviors, these results raise concern that stealing in some adolescents may be reflective of a broader psychopathology of addiction. This has implications for primary care or school settings, where screening and brief interventions around stealing, smoking and other drug use could be implemented.”

      Also, this research report from the University of Sussex looked at examples of good practice in exclusions, and some alternatives – https://www.sussex.ac.uk/webteam/gateway/file.php?name=reducing-inequalities-in-school-exclusion—learning-from-good-practice-annex-a.pdf&site=387

      This research evaluated 3 projects set up to address the number of exclusions – http://www.leeds.ac.uk/educol/documents/00001633.htm
      The conclusion from this study was: “The research suggested that the setting up of Multi-disciplinary behaviour support teams and In-school centres was not of itself a guarantee of a reduction in exclusions from school. Projects effective in reducing exclusions were implemented with the full commitment of school management; involved the whole school; included parents; and placed the responsibility for their behaviour on pupils. No single intervention, e.g. anger management, peer support, counseling, appeared to be effective unless these criteria were satisfied. Where they were satisfied the projects had cost benefits in the short and long term; promoted a more positive school ethos; and generated change which was likely to continue in the long-term.”


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