Suspension on the rise…
Late last week alarming statistics on the rise of suspensions in New Zealand schools was released. From 2015 to 2019 there was an increase from 2618 to 3283 suspensions: that’s a 25.4% increase.
One of the major tasks I’ve had over the last 13 years has been the leadership of behaviour systems inside our kura. The suspension process is tough. It’s hard on the student, it’s hard on their family and impacts widely across the school. It’s not a decision that is made lightly and is always seen as a last resource.
Once invoked a suspension has a process that must be followed:
The student is removed from school until the suspension meeting takes place.
The BOT are notified and have to convene a suspension meeting within a week.
A suspension report outlining the details of the incident are prepared and forwarded to the student, their family and to the BOT.
A formal meeting occurs where the BOT discuss the incident with the student and their family.
Based on the meeting the BOT convene to make a decision.
The BOT have a range of options at their disposal. Then can return the student without conditions, with conditions (that the BOT set), they can extend the suspension or they can exclude or expel the student.
The process is time consuming and stressful for all involved, removes a young person from education and if excluded places them in the difficult position of having to find a new school. This step often requires Ministry intervention and direction to a new school.
Suspended students have lower rates of achievement and increased likelihood of leaving school at a younger age. A consequence that can have a significant and long-term impact. No school leader likes to put students through this process and in my experience the commitment of education professionals to make school a positive place for all learners is beyond question.
The major challenge facing schools is of course resourcing. The demands on school pastoral systems is not to be underestimated. Teacher student ratios present a tough enough challenge at the best of times. When the student presents needs beyond the norm the demands increase. As more students present with more needs so the problem escalates. There are avenues for additional support but the reality is they don’t meet the need presenting at many schools these days.
Regardless, this is the situation schools find themselves in. Given the constraints they operate under new thinking is required and creative solutions must be sought. Unfortunately the pressure and the business inside a school make it difficult for educators to find the time and space to not only devise creative alternatives let alone build and implement them.
For some students they need to experience education differently. Sitting in class is tough for them, it reinforces their weaknesses and over time can engender a sense of hopelessness. Unsurprisingly, behaviour needs present and mental health issues arise.
Through years of experience I’ve learned a few things that, sometimes, can make a difference.
Learn how to communicate with young people. Non Violent Communication (NVC) strategies are powerful ways to build empathy and support positive decision making.
Chose to believe in the potential for the student to get it right. It can take time (I call it the 3 year rule). Patience is key, continuing to care for and advocate for the student makes a difference.
Connect young people with their dreams. If you can get consistent with the first 2 points you will build trust. When you build trust you open the door for honesty and vulnerability. This allows young people to share with you their hopes and dreams. When they do this you have the chance to connect their education to their purpose. Engagement flows and positive outcomes are far more likely.
Communicate with whanau early and often. Be kind, empathetic and genuine with this. If you get it wrong, apologise. If they get it wrong, take it on the chin, and commit to doing all you can to keep working for them and their child. It’s amazing how over time if you do this they’ll come back to you grateful for all your did.
Working with young people in these situations can be extremely challenging and stressful. It’s important to manage your own composure throughout. Make sure you take the time you need to think through what you are wanting to achieve and to gain the perspective that you will need. Having colleagues and confidants to debrief with and bounce ideas off of is crucial in this regard.
Care, compassion and belief. Hold on to these perceptions of the student. Even when everyone else (including the student) has lost site of hope.
I remember a young student who was struggling at school. Year 10, 14 years old. Angry and hurt. I remember sitting opposite them hearing them tell me in no uncertain terms that school could offer them nothing, that they didn’t care, that we should kick them, out because they “didn’t give a ….”.
All 6 of the lessons above had to be drawn on over a long period of time for that student. I was able to listen to them, but more importantly I was able to have them feel heard. We got just far enough to start with that first day, that they gave me another chance the next. They eventually let me into their world, shared the hurt and let me hear their dreams…..
Four years later that student graduated school, qualified with a pathway to a positive future mapped out. They had found hope, happiness and belief.