EDUC3620: Relationships for Learning (S2, 2018)

Assignment 3: Research-based assignment

Key wider educational issues connected with behaviour in educational settings

Sarah Mutch (2153178)

Word Count: 2420

Due Date: Friday 9th November 2018 (5:00 pm via FLO)

Introduction:

A student’s behaviour is affected by environmental factors that can have a significant impact on
their learning and mental health. In Australia, schools aim to establish inclusive, safe and
productive environments that promote the students mental, physical, social and emotional
wellbeing. The broad strategy of establishing school behaviour policies assists in providing
expectations for the students’ conduct (News South Wales Department of Education, 2018).
'Disruptive’ or ‘challenging’ behaviours are two descriptors used by educators to refer to
students that do not adhere to the school's expectations. Disruptive behaviours can include being
distracted, being loud, calling out, joking, swearing and refusal to follow instructions (Armstrong
et al., 2016). In comparison, educators often refer to students as having ‘challenging’ behaviours
when the behaviour interferes with the safety or learning of the student, their peers or the teacher
(State Government of Victoria, Education and Training, 2018b). Challenging behaviours can
include violence, aggression and threats (Armstrong et al., 2016). Often the students that are
identified by these behaviours are students with a disability, such as ADHD or ADS, students
that have experienced negative environmental factors, such as trauma and exclusion or gifted
students that are not excelling in the learning environment (Armstrong et al., 2016). It is vital
that teachers, schools, parents/carers and the wider community are aware of the factors that
contribute to all students behaviours and how to support the students in making positive
behavioural decisions. This assignment will explain the risk and protective factors that affect
students’ behaviour and will explore how mental health and behaviour are entwined. Finally,
recommendations will be made for the implementation of multidimensional, ethical and effective
educational practices and policies that support all students.

Students’ behaviours of concern: risk and protective factors:

Risk factors are the characteristics in a student's life that can have a detrimental impact on their
learning and wider welfare (Australian Government Department of Health, MindMatters, 2018c).
As a student's exposure to risk factors in their home, classroom, school and broader community
increases, so does the likelihood of mental health difficulties and vulnerabilities such as violence,
bullying, aggression and anti-social behaviours (Australian Government Department of Health,
MindMatters, 2018c). The home environment established by parent/carers plays a vital and
constant role in a child’s learning and development. Family environmental risk factors can
include trauma, conflict, domestic violence, parent/carer substance abuse or mental illness
problems, inconsistent support and discipline (Australian Government Department of Health,
MindMatters, 2018c). A parents/carers beliefs, attitudes and behaviours are reflected in their
child's actions. For example, parent/carers that make poor health decisions such as low nutrition
diets and low physical activity levels, influence their child’s choices and can effect their physical
and mental health (Dodd et al., 2010).

In addition to the family environment, the school and classroom environment can produce risk
factors that affect the students’ wellbeing. Students that do not conform to the classroom or
school code of conduct are labelled as ‘challenging’ or ‘disruptive’ (Armstrong et al., 2016).
Labelling students can quickly evolve into an unofficial diagnosis of behaviours. For instance, a
student that is impulsive, overactive and inattentive may be described as ‘a bit ADHD’ (State
Government of Victoria, Department of Health & Human Services, 2012; Armstrong et al.,
2016). Jussim & Harber (2005), suggest that the labelling of students based on stereotypes can
have a negative effect on the teacher's interaction with the student and the student's self-image
(Jussim & Harber, 2005). The teacher may develop low expectations for these students, which
can have a consequential effect on their learning (Australian Government Department of Health,
MindMatters, 2018c). For example, a student that has been labelled as ‘disruptive’ may be a
gifted student that is not challenged by the learning. The labelling of students behaviour avoids
the discussion of how environmental factors are contributing to the students’ actions (Armstrong
et al., 2016).

Risk factors in the school environment can include poor student-teacher relationships, school
violence, a lack of parent and community involvement, bullying and discrimination (Australian
Government Department of Health, MindMatters, 2018c). Exclusion, poor role models,
harassment and discrimination of students’ can attribute to low self-esteem and self-worth.
Students with a disability are significantly at risk of discrimination which adversely effects their
wellbeing (Australian Human Rights Commission, 2018). In addition to the school environment,
risk factors in the community can contribute to a student's poor mental health (Australian
Government Department of Health, MindMatters, 2018c). These risk factors can include social
or cultural discrimination, racism, socio-economic disadvantages, such as lack of access to
services, and neighbourhood violence or crime (Australian Government Department of Health,
MindMatters, 2018c).

In comparison to risk factors, protective factors can be defined as supportive environmental

factors that encourage the students’ positive behaviours and reduces the prevalence of disruptive
behaviours in the classroom. Protective factors established in external environments such as the
home, school, classroom and community reduce the likelihood of poor mental health and
promote resilience (Australian Government Department of Health, MindMatters, 2018c). In a
student's home, positive parent/carer relationships, family structure, clear expectations for
behaviour, routines and supervision establish a supportive environment that fosters a positive
mindset (Australian Government Department of Health, MindMatters, 2018c). An environment
where parents are engaged in their child’s learning and value education can inspire students to
take charge of their learning journey (Australian Government Department of Education and
Training, 2018). Research also suggests that parent engagement can improve motivation,
attendance, social skills, self-regulation and behaviour (Australian Government Department of
Education and Training, 2018).

The classroom plays a crucial role in providing a safe, inclusive and supportive environment for
students. It is essential that educators are aware of how labelling students as disruptive or
challenging can have an adverse effect on the students’ mental health and wellbeing (Armstrong
et al., 2016). Teachers should consider how the classroom can cater to all students diverse social,
emotional and academic needs rather than focusing on labelling negative behaviours (Armstrong
et al., 2016). Educators should incorporate various practices such as the ecological theory and
humanistic approach to support the students in the classroom (Duchesne & McMaugh, 2016,
p.275). Multidimensional teaching practices and pedagogy should consider and value the whole
student to foster positive relationships and behaviours in the classroom (Ryan, 2001). Teachers
can create a supportive and inclusive environment by working collaboratively with the students
to develop positive social and emotional skills. The teacher can assist the students in developing
and practicing self-regulation skills that enable the students to cope with, resolve and overcome
everyday conflicts.
It is the school's responsibility to provide a physically and psychologically safe environment for
students (Australian Government Department of Health, MindMatters, 2018c). An effective
school environment protects their students from risk factors such as bullying, exclusion and
discrimination (Australian Government Department of Education and Training, 2018). The
implementation of school behaviour and bullying policies is a positive whole-school approach to
addressing behaviour education (Australian Government Department of Health, MindMatters,
2018c). Policies can ensure that students, staff and school community members create an
inclusive environment that acknowledges and respects diversity (Australian Government
Department of Health, MindMatters, 2018c). In valuing diversity, the school should provide SSO
support for students with learning difficulties and wellbeing coaches for students with poor
mental health to ensure the students can thrive in their learning environment. Additionally, the
school should have positive community partnerships to enhance students learning and wellbeing
(Australian Government Department of Education and Training, 2018). The school can work
alongside safe and inclusive community support services to ensure students have access to and
feel comfortable seeking help (Australian Government Department of Health, MindMatters,
2018c). It is vital that schools and teachers be aware of the risk and protective factors that
influence their student's classroom behaviours and can have a significant impact on the child's
mental health and wellbeing.

The relevance of mental health when considering behaviour in educational settings:

Students’ behaviour that is labelled as ‘disruptive’ or ‘challenging’ often stems from

environmental factors and reflects the students’ mental health. According to Procter et al. (2014),
mental health is the ability of an individual to cope with and be resilient when facing everyday
stressors (Procter et al., 2014). Good mental health relates to the mental and psychological well-
being of an individual that is made possible by individual assets and a supportive family, school
and community environment (World Health Organisation, 2018; Procter et al., 2014). When a
student is exposed to multiple risk factors, such as family adversity, social disadvantage and a
lack of educational support, they are more likely to develop mental health difficulties and
behavioural problems (Department for Education, 2015). Additionally, various disabilities such
as ADHD, ASD and SEBD can affect a student's behaviours in the classroom and can be a risk
factor for the student’s mental health and wellbeing (Armstrong et al., 2016). In 2014, 26.4 per
cent of young Australians had experienced mental health disorders and recorded stress as the
number one concern of young people (Duchesne & McMaugh, 2016). The term ‘mental health
difficulties’ describes a wide range of disorders such as depression, anxiety, bipolar disorder and
schizophrenia that vary in severity, assessment and supportive practices (Health Direct, 2018).
While on my professional experience placement, I witnessed first-hand how mental health
difficulties such as anxiety can impact a student’s behaviour, actions, ability to function and
positively participate in the classroom and school environment. My experience reiterated the
importance of understanding that all students’ behaviour has meaning and purpose (Haugaard,
2008).

Further research suggests that one in four young people are at risk of a serious mental illness,
confirming that mental health difficulties are one of the biggest challenges of the 21st century
(Mission Australia & Black Dog Institute, 2017). Teachers play a crucial role in supporting
students’ physical, social, emotional and intellectual development. It is vital that teachers are
aware of the prevalence of mental health difficulties in the classroom and know how to support
all students’ mental health and wellbeing. MindMatters is a mental health initiative for secondary
schools that has developed a framework that provides mental health guidance and support for
teachers and schools (Australian Government Department of Health, MindMatters, 2018a). The
initiative aims to assist teachers, schools and their community in developing appropriate mental
health strategies that cater to diverse student contexts (Australian Government Department of
Health, MindMatters, 2018a). Teachers can complete MindMatters professional learning
modules to improve their ability to support students’ mental health and wellbeing (Australian
Government Department of Health, MindMatters, 2018a). Mind Matter suggests that educators
remember that they are not mental health professionals and should not seek to treat or diagnose a
student’s mental health difficulties (Australian Government Department of Health, MindMatters,
2018a). Educators should be aware of school policies and procedures relating to mental health
and feel confident in discussing mental health with students. Additionally, teachers should be
mindful of the current attitudes towards mental health in society and work with the students to
reduce the stigma around help-seeking. For instance, in a health class, the teacher can discuss
stereotypes, stigma and attitudes around mental health with their students and encourage students
to practice and implement help-seeking strategies (Australian Curriculum, Assessment and
Reporting Authority, 2018a).
Recommendations for ethical and effective educational practice and policy:

It is recommended that a multidimensional approach between teachers, the school, community

and parents/carers be taken to address behaviour and mental health difficulties in the classroom
and to reinforce protective environmental factors.

Teachers should maintain a positive attitude toward students’ behaviour and mental health to
establish a supportive and inclusive classroom environment. Educators should avoid using labels
and stereotypes to describe students’ behaviours and actions (Armstrong et al., 2016). To deter
from labelling, it is suggested that teachers follow Rudolf Dreikurs's democratic discipline model
to enrich their classroom practices (Dreikurs et al., 2013; Armstrong et al., 2016). This evidence-
based model believes that all students’ behaviour has a purpose and focuses on the influence of
society on human behaviour. The model highlights that disruptive and challenging behaviour in
the classroom is the students’ attempts to fit in (Dreikurs et al., 2013). Dreikurs et al. (2013)
suggest that punishment is an ineffective behaviour management strategy and encourages
educators to model appropriate behaviour and provide student choice (Dreikurs et al., 2013).
Therefore, it is recommended that teachers move away from reward and punishment towards a
more effective and student-centred approach. Teachers can adopt a humanistic approach to
promote student-directed learning that considers the whole child and values the students’ ideas
(Duchesne & McMaugh, 2016). Furthermore, ecological theory should be implemented to ensure
teachers are considering students’ context and how environmental risk and protective factors
influence behaviour (Ryan, 2001). Incorporating ecological theory and a humanistic approach
can assist teachers in creating and maintaining a supportive, safe and inclusive learning
environment (Australian Institute for Teaching and School Leadership, 2017).

It is recommended that educators establish supportive teacher-student relationships to build an

emotionally and psychological positive classroom culture (Armstrong et al., 2016). Positive
relationships can reduce the likelihood of disruptive behaviours and maintain students’ mental
health and wellbeing (Duchesne & McMaugh, 2016). Teachers can begin to develop
relationships by merely saying hello to the students, asking them about their weekend, setting
fair expectations, showing respect and finding out their interests. Teachers that know and
understand their students’ abilities, interests and needs can differentiate their teaching practice to
support learning. For example, the teacher can support a student with ADHD by allowing
downtime for the student to move around; or a student with mental health difficulties by
maintaining an empathic and approachable demeanour; and a gifted student by using questioning
to encourage higher-order thinking (Australian Disability Clearinghouse on Education and
Training, 2018; Australian Government Department of Health, MindMatters, 2018b; Varlas,
2011).

As well as building positive relationships, teachers can implement William Glasser’s choice
theory, a research-based practice that can assist students in developing self-regulation skills. An
alternative to behaviourism and external controls such as rewards and punishment, the choice
theory suggests that everyone can make decisions about their actions and behaviours (Irvine,
2015). The choice theory identifies power, survival, freedom, belonging and fun as the five
psychological needs that shape an individual's actions (Irvine, 2015). Teachers can use the theory
to understand behaviour and provide students with a choice in response to primary disruptive or
challenging behaviours. The approach addresses the Australian Curriculum’s Personal and Social
Capabilities and can assist students in regulating their emotions and behaviours when responding
to challenges (Australian Curriculum, Assessment and Reporting Authority, 2018b).

It is vital that teachers understand their limitations as an educator and do not attempt to diagnose
or make assumptions about students’ behaviours and mental health. Teachers should instead be
open-minded, listen to the students and assist them in seeking professional support. This is
particularly important when students are exposed to risk factors in their environment. In the case
of extreme risk factors such as physical or sexual abuse, teachers are required by law to report
the incident (Australian Institute of Family Studies, 2018).

The school environment and practices should act as a protective factor for all students’ mental
health and wellbeing. It is crucial that the school adheres to the Disability Discrimination Act,
implements school policies addressing inclusion, bullying and mental health, provides
supervision and meets mandatory reporting guidelines (Australian Human Rights Commission,
2018). Furthermore, a school-based restorative justice approach can assist in promoting a
positive school environment (Armstrong et al., 2016; State Government of Victoria, Education
and Training, 2018a). Restorative justice aims to provide an equitable approach to dealing with
behaviour, restore relationships and create a school culture where all members play an active role
in managing their behaviour (State Government of Victoria, Education and Training, 2018a;
Armstrong et al., 2016). The school can apply a multidimensional approach were restorative
justice is implemented in combination with the humanistic approach to ensure the students
physical, social, emotional and intellectual health and wellbeing is cared for. Additionally, the
school can involve inter-agencies to provide professional resources for the students and maintain
positive relationships with parent/carers to reinforce or establish protective factors that support
the students’ mental health and welfare.

Conclusion:

In drawing from my newly formed knowledge developed through this topic, it is recommended
that a multidimensional approach between teachers, the school, community and parents/carers be
taken to address behaviour and mental health difficulties in the classroom and to reinforce
protective environmental factors. Teachers can follow Dreikurs's democratic discipline model
and Glasser’s choice theory to enrich their classroom practices (Irvine, 2015; Dreikurs et al.,
2013; Armstrong et al., 2016). It is essential that educators develop positive student-teacher
relationships and create a supportive, safe and inclusive learning environment through the
combination of ecological theory and the humanistic approach (Australian Institute for Teaching
and School Leadership, 2017). Furthermore, it is vital that teachers understand their limitations
as an educator and do not attempt to diagnose or make assumptions about students’ behaviours
and mental health. Additionally, it is suggested that a whole-school restorative justice approach
can assist in establishing and maintaining a positive school environment. Finally, it is
recommended that the school involve inter-agencies to provide professional resources for the
students and maintain positive relationships with parent/carers.
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