{"id":1140,"date":"2024-02-14T10:57:03","date_gmt":"2024-02-14T10:57:03","guid":{"rendered":"https:\/\/blog.soton.ac.uk\/edpsych\/?p=1140"},"modified":"2024-02-14T10:57:03","modified_gmt":"2024-02-14T10:57:03","slug":"punitive-behaviour-management-policies-and-practices-in-secondary-schools-a-systematic-review-of-children-and-young-peoples-perceptions-and-experiences-2023","status":"publish","type":"post","link":"https:\/\/blog.soton.ac.uk\/edpsych\/2024\/02\/14\/punitive-behaviour-management-policies-and-practices-in-secondary-schools-a-systematic-review-of-children-and-young-peoples-perceptions-and-experiences-2023\/","title":{"rendered":"Punitive behaviour management policies and practices in secondary schools: A systematic review of children and young people\u2019s perceptions and experiences (2023)"},"content":{"rendered":"<p><strong>Authors: <\/strong>Rebecca Jones, Jana Kreppner, Fiona Marsh and Brettany Hartwell<br \/>\n<strong>Published:<\/strong> 2023<br \/>\n<strong>Publication:<\/strong> Emotional and Behavioural Difficulties<\/p>\n<p style=\"background-color: #f2f2f2;padding: 10px\">Traditional in-school approaches focus on using consequences for managing pupil behaviour. Within published literature, concerns have been raised about the effectiveness and negative impact of punitive approaches. This systematic synthesis explores the perspectives of children and young people (CYP) in secondary schools on in-school punitive behaviour management policies and practices. Papers are evaluated using an adapted version of the Critical Appraisal Skills Programme (2019) and study findings are analysed using thematic synthesis. The findings highlight CYP\u2019s thoughts on the fairness and consistency of punitive consequences, the impact of these on academic development and emotional wellbeing, and the limited long-term effectiveness of such approaches. CYP explain their need to feel listened to, understood and supported with their behaviour and emotions. Implications of these views for school staff, educational professionals and education policy makers are outlined.<\/p>\n<p><span class=\"authors\">Jones, R., Kreppner, J., Marsh, F.<\/span> &amp; Hartwell, B. (2023) Punitive behaviour management policies and practices in secondary schools: A systematic review of children and young people\u2019s perceptions and experiences, <em>Emotional and Behavioural Difficulties, 28<\/em>:2-3, 182-197, DOI: 10.1080\/13632752.2023.2255403<\/p>\n<p><a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/13632752.2023.2255403\">Download (open access article)<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Authors: Rebecca Jones, Jana Kreppner, Fiona Marsh and Brettany Hartwell Published: 2023 Publication: Emotional and Behavioural Difficulties Traditional in-school approaches focus on using consequences for managing pupil behaviour. Within published literature, concerns have been raised about the effectiveness and negative &hellip; <a href=\"https:\/\/blog.soton.ac.uk\/edpsych\/2024\/02\/14\/punitive-behaviour-management-policies-and-practices-in-secondary-schools-a-systematic-review-of-children-and-young-peoples-perceptions-and-experiences-2023\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":58097,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[468,1003898],"tags":[1003886,158623],"class_list":["post-1140","post","type-post","status-publish","format-standard","hentry","category-behaviour","category-childrens-views","tag-published-article","tag-research-project"],"_links":{"self":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/1140","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/users\/58097"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/comments?post=1140"}],"version-history":[{"count":3,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/1140\/revisions"}],"predecessor-version":[{"id":1144,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/1140\/revisions\/1144"}],"wp:attachment":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/media?parent=1140"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/categories?post=1140"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/tags?post=1140"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}