Schools need access to behaviour specialists, psychologists, and a teacher aide in every classroom, not legal powers to use ‘reasonable force’ to remove disruptive students, NZEI Te Riu Roa says.
Responding to ACT’s proposal to allow teachers to use “reasonable and proportionate” force to restore classroom order, NZEI Te Riu Roa members stress that schools already have behavioural support plans for learners who need them.
“What is needed is investment in learning support, not punitive measures,” says Tute Mila, Arakura School Principal and NZEI Te Riu Roa Principals’ Council member.
“The proposal to fine parents who fail to attend mandatory meetings is disheartening and penalises families rather than offering real help.”
Ms Mila said directing funds toward learning support will equip young people with lifelong skills, enabling them to become productive, contributing members of the community in the long term.
“Punishment and punitive measures, on the other hand, destroy self-esteem and confidence, and create further harm, resentment, and early disengagement in learning. Teachers have been asking for better learning support for decades. Respect teachers by listening and providing what's needed in the classroom,” she said.
Hamish Fenemor, Principal of Cambridge East School and NZEI Te Riu Roa member, noted that the Education and Training Act already has physical restraint provisions.
“Physical restraint is only ever used as a last resort,” Mr Fenemor said. “What we need is extra operational support, not expanded powers.
“On the surface, it may seem like a common-sense policy. But behaviour is complex and sometimes involves non-verbal students. The expectation seems to be that teachers will be restraining a lot of kids. Is that going to solve the problem? No, it won’t,” Mr Fenemor said.
“It all boils down to funding. To properly support particular learners, we need access to specialist behaviour teams. In our region, for example, there are simply not enough trained psychologists to meet the demand.”