In recent years, schools across the globe have been grappling with a notable increase in disruptive behaviour. Teachers, parents, and policymakers are voicing their concerns. Reports and surveys, such as the BBC Teacher TAPP survey, the Tes Wellbeing Report, and the May 2024 Tes report "Behaviour in schools: is it really getting worse?" all paint a troubling picture: disruptive behaviour in classrooms is not just an anecdotal observation, but a growing trend.

The Department for Education (DfE) has corroborated these findings with hard data. The spring term of 2022/23 saw 263,904 suspensions, compared to 201,090 in the previous year—a staggering 31% increase. This surge in exclusions, primarily due to persistent disruptive behaviour, highlights a systemic issue that demands urgent attention and innovative solutions.

Schools are not standing idly by. In response to the increasing disruptions, many have implemented a range of interventions and strategies aimed at preventing suspensions and promoting a positive learning environment. These measures include:

  • Counselling and therapy programmes: Providing mental health support to students.
  • Stronger parental support: Engaging parents more actively in the educational process.
  • Specialised teacher training: Equipping teachers with the skills to manage challenging behaviours.
  • Managed moves and elective home education: Offering alternatives to traditional classroom settings.
  • Development of on-site removal rooms: Creating spaces for temporary isolation to help students de-escalate and reintegrate.

Among these strategies, the use of removal rooms or inclusion rooms have sparked considerable debate. These areas are designed to temporarily separate disruptive pupils from their peers, providing a space where they can calm down, manage their emotions, and refocus on learning. When used appropriately, these rooms do not serve as punishment but rather as supportive environments fostering emotional regulation and a sense of safety. By maintaining a close connection to the classroom, these spaces help pupils feel a sense of belonging and ensure continued learning.

Innovative technology: telepresence robots

One of the most promising innovations in managing classroom behaviour and maintaining student engagement is the use of telepresence robots. These robots act as avatars for students, controlled remotely via tablets, smartphones, or Chromebooks. The DfE endorsed telepresence technology in December 2023 as an effective tool for remote learning, adding it to the range of approaches schools can use to support attendance for long-term absentees.

Now, we see telepresence robots offering several benefits when used to manage disruptive behaviour:

  • Reduction of anxiety: By allowing students to participate in class remotely, these robots help mitigate the anxiety associated with segregation.
  • Continued learning and socialisation: Students can maintain their academic progress and social connections, allowing for a smoother transition back to the classroom.
  • Low-cost, minimal effort: These robots are cost-effective, require minimal additional resources from schools, and need little effort from staff, often leading to improved outcomes for the students involved.

Case study: AV1 Robots

A compelling example is the use of AV1 at Moulsham High School. This academy deploys 20 AV1 Robots to support students with persistent absences. One notable case involved a student with severe anxiety who frequently disrupted classes. Using AV1, the student participated in lessons from home, reducing anxiety and allowing them to stay connected with peers and maintain academic progress. This intervention significantly improved the student's behaviour, academic performance, and attitude towards school.

Another example comes from a student named Hannah*. Struggling with severe and frequent disruptions, Hannah found it difficult to stay in class. By using AV1, she could join her classmates remotely, significantly reducing her stress levels. Jacy Thomas, then Inclusion Manager at Moulsham, described this approach as “isolating the behaviour, not the child.” This approach allowed Hannah to continue her education being physically present in the classroom. It showed her how the classroom functioned without the disruption caused by her behaviour.

This led to remarkable improvements in both her academic performance and social interactions. Her teachers reported a noticeable decrease in disruptive incidents and an overall positive shift in her attitude towards learning.

Looking ahead

The rise in disruptive behaviour in schools is a complex challenge that requires multifaceted solutions. By combining traditional strategies with innovative technologies like telepresence robots, schools can create more inclusive and supportive learning environments. The key lies in fostering emotional regulation, ensuring continued learning, and maintaining strong social connections between students, their peers, and teachers. As we navigate this evolving landscape, it is crucial to remain open to new ideas and adaptable in our approaches, ensuring that every student has the opportunity to succeed.

For more on AV1 and its impact, visit the No Isolation case studies page.

*Not real name.