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

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 So...

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Autores principales:	Joseph Calvin Gagnon, Frederick J. Sylvester, Kathryn Marsh
Formato:	article
Lenguaje:	EN
Publicado:	AOSIS 2021
Materias:	south africa disadvantaged schools positive behavioural interventions and prevention, learner behaviour Special aspects of education LC8-6691 Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/d8c4440f4a254b899c8fe3ce8c1ed94d
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spelling	oai:doaj.org-article:d8c4440f4a254b899c8fe3ce8c1ed94d2021-11-24T07:47:11ZAlignment of school discipline with positive behavioural interventions and supports: The case of one disadvantaged urban South African Primary School2223-76742223-768210.4102/sajce.v11i1.1022https://doaj.org/article/d8c4440f4a254b899c8fe3ce8c1ed94d2021-11-01T00:00:00Zhttps://sajce.co.za/index.php/sajce/article/view/1022https://doaj.org/toc/2223-7674https://doaj.org/toc/2223-7682Background: 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.Joseph Calvin GagnonFrederick J. SylvesterKathryn MarshAOSISarticlesouth africadisadvantaged schoolspositive behavioural interventions and prevention, learner behaviourSpecial aspects of educationLC8-6691Theory and practice of educationLB5-3640ENSouth African Journal of Childhood Education, Vol 11, Iss 1, Pp e1-e9 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	south africa disadvantaged schools positive behavioural interventions and prevention, learner behaviour Special aspects of education LC8-6691 Theory and practice of education LB5-3640
spellingShingle	south africa disadvantaged schools positive behavioural interventions and prevention, learner behaviour Special aspects of education LC8-6691 Theory and practice of education LB5-3640 Joseph Calvin Gagnon Frederick J. Sylvester Kathryn Marsh Alignment of school discipline with positive behavioural interventions and supports: The case of one disadvantaged urban South African Primary School
description	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.
format	article
author	Joseph Calvin Gagnon Frederick J. Sylvester Kathryn Marsh
author_facet	Joseph Calvin Gagnon Frederick J. Sylvester Kathryn Marsh
author_sort	Joseph Calvin Gagnon
title	Alignment of school discipline with positive behavioural interventions and supports: The case of one disadvantaged urban South African Primary School
title_short	Alignment of school discipline with positive behavioural interventions and supports: The case of one disadvantaged urban South African Primary School
title_full	Alignment of school discipline with positive behavioural interventions and supports: The case of one disadvantaged urban South African Primary School
title_fullStr	Alignment of school discipline with positive behavioural interventions and supports: The case of one disadvantaged urban South African Primary School
title_full_unstemmed	Alignment of school discipline with positive behavioural interventions and supports: The case of one disadvantaged urban South African Primary School
title_sort	alignment of school discipline with positive behavioural interventions and supports: the case of one disadvantaged urban south african primary school
publisher	AOSIS
publishDate	2021
url	https://doaj.org/article/d8c4440f4a254b899c8fe3ce8c1ed94d
work_keys_str_mv	AT josephcalvingagnon alignmentofschooldisciplinewithpositivebehaviouralinterventionsandsupportsthecaseofonedisadvantagedurbansouthafricanprimaryschool AT frederickjsylvester alignmentofschooldisciplinewithpositivebehaviouralinterventionsandsupportsthecaseofonedisadvantagedurbansouthafricanprimaryschool AT kathrynmarsh alignmentofschooldisciplinewithpositivebehaviouralinterventionsandsupportsthecaseofonedisadvantagedurbansouthafricanprimaryschool
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Alignment of school discipline with positive behavioural interventions and supports: The case of one disadvantaged urban South African Primary School

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