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BETTER BEHAVIOUR: PROMOTING POSITIVE BEHAVIOUR IN SCOTTISH SCHOOLS

TROJAN - Pupil Participation in Disguise

It is often the detail and the direct expression of young people's lives which provides the depth of understanding required to assess the impact of policies and the gaps.

The perspective of disaffected pupils is often neglected in approaches to pupil participation - always a challenging group to engage with in discussion. Even when they are in school, disaffected pupils are just as likely to be missing when the school survey takes place. While work with pupil councils has taken off in leaps and bounds in recent years, the formality of pupil councils means that disaffected pupils' views may remain elusive. Preparing to meet this challenge, the Scottish Executive is piloting a new initiative called Trojan, in which pupils who have experienced exclusion and problems at school send their experience direct to the policy makers at SEED to inform their understanding of different young people's perspectives.

Trojan project co-manager Colin Morrison of the TASC Agency explains, 'There is a risk that traditional models of consultation and participation can be difficult for young people to engage with. Young people need time and support to think about issues and express their views, and they need to feel they will be listened to. The key is the relationship between those asking the questions and the young people giving their answers. Ironically, a virtual network can actually help the process, since it removes the pressure on young people to conform to times and structures of standard consultation approaches.'

Youngsters from all over Scotland are already involved in Trojan, which is a pilot scheme aiming to explore young people's experiences and concerns relating to their experience of education, through an innovative, web-based approach. Young people are being presented with a series of questions on key education policy issues and provide their answers in a range of formats including art and vox pops. One group also sent in a drama script which described their perspective that bullying is an important factor in why some young people truant, and another group shared the photography portfolio they created when exploring truancy.

The key to success is the partnership with organisations which tackle youth disaffection such as Right Track, Barnardo's, Aberlour and the Prince's Trust. These organisations, through their joint initiatives with education authorities and schools, have the contact and relationships with disaffected youngsters that will encourage them to talk.

The Pupil Support and Inclusion Division, leading the project within the Executive, wants the experience of participating in Trojan to be a positive one for the pupils. Not only should taking part in the project be interesting, challenging, creative and worthwhile for disaffected young people, it must also pass the test of whether the young people's views can feed effectively into the Executive's policy-making processes. It is often the detail and the direct expression of young people's lives which provides the depth of understanding required to assess the impact of policies and the gaps.

The young Trojan participants have already given their insights into truancy - 85 young people of primary and secondary ages, of whom 85% had played truant, sent in comments, drawings, photographs and a play. Similar responses were given to our question on what disaffected pupils actually liked about school.

Answers to both questions provided a striking common theme - the hugely positive impact on children and young people of a teacher or other member of school staff who likes them and shows them respect.

ANSWERS TO BOTH QUESTIONS PROVIDED A STRIKING COMMON THEME - THE HUGELY POSITIVE IMAGE ON CHILDREN AND YOUNG PEOPLE OF A TEACHER OR OTHER MEMBER OF SCHOOL STAFF WHO LIKES THEM AND SHOWS THEM RESPECT

What is the best thing that happens to you at school?

'Getting back into school after being absent for 6 months is the best thing the has happened to me in school.'

Achievement

'The best thing in Primary was being in a play called "Angel the bully and friends forever" I was the Angel. Lots of people came to see the play and I felt so proud of myself. If I could I would do that again.' 'The best thing that ever happened at the school was when we were at PE we were to make up a dance. We came 1st.'

Friends

'My school friends are good to me. They help me, some of them even help me understand about school and the school rules.' 'What I liked at school was the holidays and the days off and getting into trouble and meeting up with my friends. I like PE because of football and I liked my drama teacher. I also liked maths because I could relax.' 'Play time and dinner time, I can play with my friends.'

Relationships with teachers and school staff 'The teachers I had were Mr C and Mrs B, taught Science and English and they were the only one's that could get along with me ... the only classes I was allowed in. At the end of 4th year I had got two standard grades for the classes and I also liked the school holidays.' 'My teacher was brand new, you could talk to him and tell him things that you could trust him with everything.' 'The Janitor is good, he referees football at playtime.''Teachers were much better in Primary. They talk to you in a nicer manner.' 'Mrs X and Mrs Y, they have a laugh instead of moaning, they are kind teachers that know how to treat you.'

The pace of learning and the school atmosphere

'We liked our RE teacher. He gives you pencils and you don't have to pay for them. We watched videos - he tells us stories about everything about religion and football. He let us sit with our friends. He let us watch when the Simpson's go to church and talk about God.' 'Primary was more relaxed, teachers less strict and weren't always in your face. Sports Day was good.' 'The best things that happen to me at school are Christmas dinner ... and teachers that only shout for a good reason.'

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