For most children these are times of happiness and fulfilment in learning. However, some children and their families, particularly those living in disadvantaged communities, experience considerable difficulties which can lead to disruptive behaviour in schools. The Association rejects the view that the answer to personal and societal problems lies in repression and in punitive action such as the reintroduction of corporal punishment. In recent years teachers and society in general have become aware of a growth in the number of disruptive pupils in our primary schools. Disruptive behaviour prevents teachers from teaching and children from learning and all too often such behaviour has its roots in family life.
Violent children are quick to reflect the violence they have experienced in the home.
Pupils and schools need to be protected and children with problems need to be helped to understand that bad behaviour is completely unacceptable. Primary schools have done much to develop ways of teaching which interest children and which draw upon their natural energy and curiosity. Such teaching helps to create a purposeful atmosphere in which difficult children are less likely to be disruptive. In addition there are systems of rewards which reinforce the positive benefits of good behaviour and effort. Sanctions to help some children conform are necessary and may range from a quiet word, working through playtime, a letter home and only in the most severe cases and only very occasionally, suspension.