French lessons

As one who experienced six frightening months in a Lanarkshire comprehensive school in the mid-1980s before, fortunately, being moved to the independent sector, I have been following with concern the current debate with regard to disorder and violence in too many state schools.

My experiences of such behaviour included witnessing mass orchestrated playground brawls and there being a feeling of constant danger, caused by out-of-control and “agin the government” pupils. My parents would not believe that the situation was as bad as I claimed until I got hit on the head by a broken Irn-bru bottle and required stiches – but my experiences damaged my health and made miserable my early teens. I believe that, to an extent, the SNP’S insurgent approach to government in general is perhaps a factor in giving too many pupils and their families a sense that they too should disrupt and behave as they please.

As one who works in Higher Education, I can only imagine what it must be like to try to impart knowledge when facing disruptive and aggressive pupils. A fundamental requirement must be to ensure order and safety in classrooms.

My recommendation is that the French approach should be piloted, whereby discipline is not the responsibility of class teachers, but is instead the job of “surveillants”, who can be called upon by teachers to remove unruly pupils. Given that many disruptors are likely to be attention-seekers, removing them elsewhere to allow lessons to progress would be an initial discouragement of bad behaviour. The surveillants are able to investigate underlying causes of behavioural problems, involving social services as necessary. While not a perfect solution, I believe that it would assist in rebalancing school environments in favour of order, safety and learning.

(Prof ) Bruce Peter

Edinburgh