Because the most senior managers are totally out of touch.
The majority of students in our schools behave well. They understand the behaviour expected of them by their teachers and generally act responsibly.
We aim to ensure that every public school has a safe and orderly learning environment. This is best achieved by creating an atmosphere in the school where students are actively engaged in the curriculum and are provided with interesting ways to learn; where they feel cared for by school staff and develop a sense of belonging to the school; and where teachers know them well, build on their strengths and encourage them to persist with tasks until they succeed. In short, students are more likely to behave well if they are in an environment where they feel respected and capable.
We know that if school staff are able to create such an ethos then many potential behaviour problems will be prevented. The crux of successful behaviour management is acting to meet students’ needs rather than simply reacting when they misbehave.
The teachers who are most effective approach student behaviour in a particular way. Firstly, they understand that behaviour is learned, and so with those students who regularly misbehave they see their job as helping those students learn more productive and responsible behaviour. Secondly, they understand that behaviour is influenced by the situation in which it occurs, and so they act to change the student’s behaviour by altering some aspects of the classroom situation. Thirdly, they know that misbehaviour serves a purpose for each student, and so they take action to enable students to find ways of belonging in more socially acceptable ways.
In other words, we want our staff in schools to view student behaviour in educational terms, and have educational strategies to manage it, rather than trying to understand it as a mental health professional might.