Alignment of school discipline with positive behavioural interventions and supports : The case of one disadvantaged urban South African Primary School

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Gagnon , J C , Sylvester , F J & Marsh , K 2021 , ' Alignment of school discipline with positive behavioural interventions and supports : The case of one disadvantaged urban South African Primary School ' , South African Journal of Childhood Education , vol. 11 , no. 1 , a1022 . https://doi.org/10.4102/sajce.v11i1.1022

Title: Alignment of school discipline with positive behavioural interventions and supports : The case of one disadvantaged urban South African Primary School
Author: Gagnon, Joseph Calvin; Sylvester, Frederick J.; Marsh, Kathryn
Contributor organization: Department of Education
Date: 2021
Language: eng
Number of pages: 9
Belongs to series: South African Journal of Childhood Education
ISSN: 2223-7674
DOI: https://doi.org/10.4102/sajce.v11i1.1022
URI: http://hdl.handle.net/10138/339102
Abstract: Background: Positive behavioural interventions and supports (PBIS) is a framework that aligns with the South African Department of Education’s Alternatives to Corporal Punishment. Aim: The aim of this study is to provide a snapshot of the extent to which policies and practices in a disadvantaged South African primary school align with PBIS. Setting: The study was conducted at a South African primary school with grades kindergarten to Grade 7 in an urban disadvantaged community. Methods: Twenty-eight teachers, administrators and non-educational school staff completed a survey that addressed: (1) common behaviour problems; (2) the extent to which the school implements five core features of PBIS and (3) the existence of a crisis prevention and intervention plan. Results: In this disadvantaged school, there is little evidence that (1) a cohesive, evidence-based schoolwide behaviour plan exists that includes multi-tiered systems of support; (2) staff have the expertise to implement a positive and proactive behaviour plan or are provided adequate professional development; (3) staff follow the plan and are held accountable for following it and (4) a representative leadership team provides oversight and direction regarding the plan by using learner behaviour data. Conclusion: The results indicate that there is a lack of multi-tiered systems of behavioural support and a continued reliance on reactive and punitive approaches to learner behaviour. Moreover, staff do not adhere to the schoolwide behaviour plan, are not held accountable for doing so, and need training in key areas of behaviour management.
Subject: Disadvantaged schools
Positive behavioural interventions and prevention, learner behaviour
South Africa
516 Educational sciences
Peer reviewed: Yes
Rights: cc_by
Usage restriction: openAccess
Self-archived version: publishedVersion


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