Most pupils are well-behaved in school and it is important to create a positive whole school ethos helping to ensure our children and young people can be included, engaged and involved throughout their school careers.
Education Scotland’s Rights Support and Wellbeing Team support local authorities and schools to introduce and embed approaches to positive behaviour based on improved relationships, staged interventions, engagement and motivation, and emotional wellbeing.
Behaviour in Scottish Schools Research provides a robust, independent picture of pupil behaviour in schools, including positive and negative behaviours and measures used by schools and school staff to promote positive behaviour. It is based on a large scale, 3-yearly survey of local authority staff, headteachers, teachers and support staff, and was developed in collaboration with teaching unions and education leaders. The latest survey was published in 2012.
In 2013 the Scottish Government and Scottish Advisory Group on Behaviour in Schools (SAGBIS) issued a response to this report better learning, better behaviour, better learning. The response identified the next steps and priority actions to support local authorities, establishments, practitioners and partners to further improve relationships and behaviour within their learning community.
One of the priority actions for the Scottish Government and SAGBIS was to ‘Develop and publish guidance on the safe and responsible use of personal mobile technology in schools, which will recognise the role that social networking plays in people’s lives, and take into account wider issues of internet safety and the 2013 ICT Excellence Group report’. This guidance was launched at the recent respectme conference
In addition, at the respectme conference the Government launched the 360 Degree Safe e-safety self-review tool which is an online, interactive resource which helps schools to review their e-safety policy and practice. It is available, free of charge, to all schools.
A full list of legislation relevant to all aspects of online safety, including the safe and responsible use of mobile technology
Bullying in schools is completely unacceptable, regardless of its motivation. The Government is committed to supporting all those who work with children and young people and to this end have established the 'respect me' anti-bullying service to provide advice, information and training on both preventing and tackling bullying effectively.
Developed with the Scottish Anti-Bullying Steering Group, the Scottish Government published ‘A National Approach to Anti-Bullying for Scotland’s Children and Young people’ in December 2010. The approach sets out a common vision and aims for anti-bullying work across Scotland.
Attendance, Absence and Exclusion
In 2007, the Government published national guidance, Included, Engaged and Involved: Part 1 – attendance in Scottish Schools which focuses on promoting attendance and managing absenteeism. Since 2007/08 pupils rate of attendance has increased from 93.2 to 93.6 per cent in 2012/3.
Guidance on exclusions - Included, Engaged and Involved Part 2: a positive approach to managing school exclusions – was published in March 2011. This aim is to support local authorities, schools and other learning establishments and their partners to keep all children and young people fully included, engaged and involved in their education wherever this takes place; and to improve outcomes for those most at risk of exclusion.
The guidance for schools and local authorities stresses that exclusion is an extremely serious option of last resort, to be used within an ethos of prevention, early intervention and support for learners. Exclusion rates have dropped steadily in recent years, resulting in a 50% reduction from a peak in 2006/07.
In March 2013, the Scottish Advisory Group on Behaviour in Schools published better relationships, better learning, better behaviour, which sets out national and local government priority actions to support local authorities and schools to further improve relationships and behaviour in their learning communities. This is central to delivery of Curriculum for Excellence and the implementation of GIRFEC.