The International Observatory on Academic Achievement - Documentary search

File number :
POEE-PC-03e

Bibliographic reference :
Slee, R. (1998, April). Student Action Research and School Discipline: Consulting the Experts in the Field. Paper presented at the American Educational Research Association Annual Meeting, San Diego, CA.

Abstract :

Disciplinary Policies in Australian Schools
At the time this study was conducted, the Australian Queensland Education Department had subscribed to the disciplinary policy to the effect that the suspension of students exhibiting behavioural problems was an adequate solution to reducing disruption in schools. Consequently, a 16% increase in the number of suspended or excluded students between the years 1996 and 1997 was reported. Likewise in England, the Department for Education reported that the school exclusion rate had increased by 32% between the years 1990 and 1992. It also reported that the number of suspensions kept increasing, exclusion was too long, some ethnic groups were subjected to this sanction disproportionately, suspension procedures were not always respected, the quality of alternatives varied considerably and lastly, some schools resorted to suspension more often than others.

This paper is twofold. In the first part, the author assesses the disciplinary policy applied in Australian schools by performing a literature review. In the second part, which is briefly summarized in this abstract, he describes how he accompanied students, whom he considers as experts in the matter, in an exploratory research process with regard to their needs within the educational institution.

From the Theoretical Viewpoint
The author criticizes the disciplinary policies promoted and emphasizes that policy makers do not sufficiently consider the results of research conducted on the topic. Among others, the author highlights the fact that authority exerted by teachers and the fear they instil to control students are outmoded. Furthermore, he states that students who have not yet developed a sense of belonging to their schools are more at risk of exhibiting behavioural problems.

From a sociological viewpoint, such marginalization constitutes a social reproduction of societal structures, as applied to school organization, curricula and classes. Some authors such as Bourdieu and Passeron see this social reproduction as a form of symbolic violence. From a psychological standpoint, the fact of cutting students from the school environment through suspension or exclusion leads to degradation of their sense of belonging, accompanied by a sense of helplessness or lack of confidence in their ability to change things. Thus, their behavioural problems are likely to recur and worsen.

A Few Practical Words
This action-research conducted at the University of Melbourne gave a voice to students 13 to 15 years of age in order to understand their needs better with regard to curriculum, teaching, learning and school climate. In addition, fifteen students of the same age were key members of the research team and participated in preparing the questionnaire and presenting the results, among others, to members of the Senior Executive of the Victorian Ministry of Education.

According to the students interviewed, the curriculum and pedagogical methods do not succeed in sufficiently arousing students’ interest and making them see the key role schools play in their future. According to the author, the resources and efforts devoted to offset behavioural problems should instead be allocated to the development of pedagogical programs and school environments better adapted to the needs of students. Consequently, this could improve school climate and reduce the number of disciplinary problems.

Key Words :
Disciplinary Policies, Exclusion, Educational Inequalities, Suspension, Action-Research, Literature Review, School Environment

Monitored Countries :
Australia