<i>‘You can’t be yourself.’</i> Disciplinary behaviour management strategies and pupil mental health and wellbeing: a qualitative study of pupils’ views and experiences

Poor behaviour in UK secondary schools is considered a significant problem. While the Department for Education recommends disciplinary behaviour management strategies (DBMS), their impact on pupil mental health and wellbeing, as well as their effectiveness in addressing poor behaviour, remains unclear. Young people aged 13–18 years were recruited to a study using peer-led semi-structured interviews, analysed using the Framework Method. Fifteen interviews were conducted and analysis showed that participants found DBMS to be confusing, unfair, harsh and inconsistent. They were seen as ineffective for addressing poor behaviour and as negatively affecting pupil mental health and wellbeing, and academic and social outcomes. Participants viewed DBMS, especially the use of isolation, as ineffective and potentially harmful. They suggested that school leaders should review their behaviour management policies and consider the adoption of approaches that build relationships and seek to understand the reasons for poor behaviour.