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APPENDIX 4

RESTORATIVE PRACTICES

Pupil Survey

Introduction and Aims

This survey forms part of an evaluation of the Scottish Executive pilot project to introduce Restorative Practices in eighteen schools in three Scottish local authorities. The questionnaire was devised to survey pupil attitudes to school in the primary, special and secondary schools and involved a sample of pupils from these schools. It included investigating how pupils felt about the ethos in their school, academic expectations, friendships, bullying, punishment and support in times of difficulty. These areas were explored as they are all seen to relate to developing a restorative approach in a school. The pupils were not asked any specific questions about their understanding of the term 'restorative practice' as the research team were aware that children were not necessarily familiar with this specific term.

The questionnaire complements the staff questionnaire and also allows for triangulation with the qualitative data gathered through observation, interviews and focus group meetings. The pupil questionnaire was administered in the autumn term of 2005, around eighteen months after the introduction of the pilot project.

Methodology

Sample and administration of questionnaire

With the prior agreement of the three local authorities, each of the 18 schools involved in the evaluation was contacted in June 2005 in advance of the pupil questionnaire being sent out in August 2005.

The research team aimed to survey one P5 and one P7 class in each of the primary schools and one S2 and one S4 class in each of the secondary schools. In the special school, we discussed with the PT Behaviour Support which groups of pupils might most appropriately contribute and this led to a P6/7 and an S1 class being selected. The same questionnaire was used for the whole sample and the questionnaire was completed by the whole class in class time.

Each school was sent a letter, addressed to the RP coordinator, explaining the administration of the questionnaires, and also a sufficient number of questionnaires. The school was also provided with pre-paid envelopes to return the questionnaires to the research team. The schools were advised to contact the research team in case of any queries or if they required further questionnaires. A total of 1163 pupils completed the questionnaires. All schools completed and returned the questionnaires in the envelopes provided by October 2005 one year into the pilot.

On return of the questionnaires it became clear that understanding of the instructions varied. Perhaps because the staff questionnaires had been aimed at all staff, a number of schools asked ALL pupils in these year groups to complete the questionnaire. It is clear from the returns that most teachers with composite classes felt it to be more appropriate for all pupils of those classes to complete the questionnaire. This means that there were a small number of returns from P6 pupils in primary and S5 in secondary in addition to those expected and in one school the questionnaire was given to S1 and S2 and not to S4. The questionnaire data nonetheless represent the views and opinions of pupils in the schools sampled.

It is also worth noting that there are quite large differences between the total number of responses within each authority; schools in Highland region accounted for nearly 500 responses, North Lanark just under 400 and Fife just under 300. There was a higher number or responses from primary than secondary pupils in Fife region, whilst in Highland there were more responses from secondary pupils. This suggests that the responses to the questionnaire should be interpreted with these differences in mind.

Out of the total of 1163 responses 276 pupils chose to make additional comments at the end of the questionnaire (110 of these entirely positive). If all the comparators are taken into account (local authority, primary or secondary school, gender) the numbers in each school/year group are very small and therefore the comments cannot be interpreted as generalisable or indicative. The comments do however, provide some illuminative illustrations of pupils' views and experiences which resonate with questionnaire data.

Although the box for comments appeared at the end of the questionnaire, comments made by pupils, which directly relate to the questions asked on the questionnaire, have been inserted at the relevant question.

The questionnaire

The questionnaire was based on the Inclusion Index (Booth and Ainscow, 2002). It included 16 statements that reflect different aspects of inclusive and restorative practices (see appendix X for full list of statements) and participants were invited to indicate whether they "definitely agree", "agree a bit", "disagree" or "need more information".

The questionnaire itself was anonymous. It asked only for school, class, gender and age. As well as the multiple-choice section, there was a box at the end for additional comments.

QUESTIONNAIRE FINDINGS

Pupil characteristics

A total of 1163 pupils participated in the survey, out of the sample 50% (n=580) were male and 49.5% (n=577) female; six of the respondents did not indicate their gender. The majority of the respondents came from Highland Region (43%, n=495), North Lanark had 374 respondents representing 32% and Fife had the smallest sample consisting of 294 respondents, which amounts to 25% of the total sample.

There were in total 490 responses from primary children which is 42% of the sample and 640 from secondary school pupils which accounts for 55% of the sample. The remainder, 33 (3%) came from pupils in the special school.

In Fife a greater number of primary pupils formed part of the sample than secondary pupils; whilst in Highland and North Lanark there were a greater number of responses from secondary pupils than primary ones. However, in North Lanark and Highland only two primaries are part of the sample; whilst in Fife there are three primary and three secondary schools. In Highland there are four secondary schools and in North Lanark the sample includes a special school.

Table 1. Restorative Practice Pupil Survey Returns

Responses to the questionnaire

Participants were invited to fill out a questionnaire that asked them to respond to 16 statements, indicating whether they "definitely agree", "agree a bit", "disagree" or "need more information". The statements reflected different aspects of inclusive and restorative practices (see appendix X for full list of statements) and were based on the Inclusion Index (Booth and Ainscow, 2002).

Each question was analysed separately. The statistical analysis focused on authority, type of school; primary, secondary or special, and gender. Missing responses have been omitted from the statistical analysis which means that the numbers included in the statistical analysis varies for each question. The special school was also excluded from the statistical analysis due to the small numbers in this sample.

Percentages are rounded to the nearest one decimal which means that total percentage may be slightly above or below 100%.

1. This school makes us all feel we belong.

Pupils were asked if the school made them feel that they belong. The majority of pupils did feel that they belonged to their school. There was a significant difference between authorities; c2(4) = 18,679, p<0.001 but this difference mainly reflects that pupils in North Lanarkshire were more likely to strongly agree with the statement than pupils in the other two authorities. Overall there was also a slightly higher proportion of pupils in Fife and North Lanarkshire disagreeing with this statement or not responding to it.

Table 2a. Authority: This school makes us all feel we belong

The question was analysed according to type of school but the special schools was omitted in the statistical analysis as the numbers were too small. A significant difference was found, c2(2)=102.460 p<0.000. The main difference was that primary pupils were significantly more likely to 'definitely agree' and less likely to 'disagree' with the statement than secondary pupils. The pupils in the special school were responded similarly to the primary pupils by voicing strong agreement with the statements. This difference is emphasised by the open-ended comments as three times as many positive comments were made about their school by primary pupils overall, but there were positive comments from pupils in each of the 18 schools.

The school's fair. It has its share of problems as every school but in overall it's a good place to be - I enjoy coming here … [secondary school pupil].

This school is very good. I really, really like this school. We have the best head teacher. The teacher also praises you which makes you feel comfortable [primary school pupil].

Table 2b. Type of school: This school makes us all feel we belong

There were no significant differences between boys and girls in regards to this statement. Generally, slightly more girls "definitely agreed" (45.6%, n=263) or "agreed a bit" (47.8%, n=276) than boys (43.3%, n=251, 46.4%, n= 269).

Table 2c. Gender: This school makes us all feel we belong

2. We are expected to work hard in this school.

Pupils were asked whether they were expected to work hard in their school. Pupils in the Highlands (87.7%, n=434) agreed slightly more with this statement than pupils in North Lanarkshire (81.1%, n=306) or in Fife (83.7%, n=246).

Table 3a. Authority: We are expected to work hard in this school.

Generally, all pupils felt that they were expected to work hard, regardless of what type of school they went to. However, pupils from the special school were most likely to definitely agree with this statement (93.9 %, n=31), compared to pupils from secondary (84.5%, n=518) or primary school (84.5%, n=437). Interestingly the open-ended comments indicate that primary pupils were more likely to emphasise the positive aspects of the need for hard work and high standards:

I think it is a very good school, and it is a hard working school and very good teachers [primary school pupil].

I like this school and I think the standard that we should do is that we try our best and hardest [primary school pupil].

Some teachers need to help more and not ignore you when you ask for help [secondary school pupil].

Table 3b Type of school: We are expected to work hard in this school

A significant difference between boys and girls agreement with the statement was found; c2(2)=14.361 p<0.001. Girls (88.9%, n=513) were more likely to agree with this statement than boys (81%, 470) and boys were more likely to disagree (1.4%, n=8).

Table 3c Gender: We are expected to work hard in this school

3. I have lots of friends in this school.

Pupils were asked whether they have many friends at the school. The majority of pupils in all three regions agreed with this statement. There was a slight significant difference between the authorities c2(4)=12.292, <0.015. This is due mainly to the fact that pupils in North Lanarkshire are more likely to "definitely agreed" with this statement, whilst a larger number of pupils in Fife 'disagree' with the statement.

Table 4a Authority: I have lots of friends in this school

Most of the pupils agreed strongly with this statement. However, there was a small significant difference was found between type of school , c2(2)=9.70, p<0.008 and this was due to children in primary schools being slightly more inclined to agree strongly with the statement or to disagree with it more.

Table 4b Type of school: I have lots of friends in this school

No significant difference was found between boys and girls. However, girls were more likely to "definitely agree" with this statement (88.9%, n=513) than boys (81%, n=470). Boys (1.4%, n=8) were also slightly more likely to "disagree with the statement than girls (0.5%, n=3). The open-ended comments reinforced the lack of difference as shown by the following comment from a secondary pupil:

This school is pretty good but when I first moved house here I lost a lot of friends but I also made tons here. This place is good [secondary school pupil].

Table 4c Gender: I have lots of friends in this school

4. We do not get high marks in this school.

Pupils were asked whether or not they get high marks at their school. There was a significant difference between the authorities, c2(4)=18.317<0.001. Pupils from the Highlands were more likely than students from the other authorities, Fife and North Lanarkshire, to disagree with this statement.

Table 5a Authority: We do not get high marks in this school

A significant difference was also found between primary and secondary schools in regard to marks; c2(2)=28.911 p<0.000. Secondary school pupils (60.2%, n=369) were more likely than pupils attending primary (45.1%, n=233). The responses from the pupils in the special school differed in that the majority indicated that they needed more information or omitted to reply. This would suggest that issues around achievement and getting high marks may not be of great importance in this setting. It is worth noting that no additional comments were made in relation to this question suggesting that it was more difficult to answer than some of the other questions or of less importance.

Table 5b Type of school: We do not get high marks in this school

No significant difference between boys and girls in regards to this statement was found.

Table 5c Gender: We do not get high marks in this school

5. My teachers like me.

Next we investigated pupils' perception of whether their teacher liked them. A significant difference was found between authorities; c2(4)=21.248, p<0.000. Pupils from Fife and the Highlands were more likely to "definitely agree" to this statement than pupils from North Lanarkshire; however, it also noteworthy that a small percentage of pupils, more so in Highland region, did not respond to this question.

Table 6a Authority: My teacher likes me

There was a considerable difference between primary and secondary schools, c2(2)=184.963, p<0.000. Pupils attending special or primary school were more likely to "definitely agree" with the statement, whereas pupils attending secondary school were more likely to "agree a bit" or 'disagree'. This difference is also noted in the open-ended comments:

I think the teachers are very understanding in this school and they help you [Primary school pupil].

I am fed up of my teachers saying 'twin' rather than my actual name [Secondary school pupil].

Table 6b Type of school: My teacher likes me

A significant difference was also found between boys and girls; c2(2)=18.402, p<0.001. Girls were more likely to 'definitely agree' with the statement than boys and boys were more likely to 'disagree' with the statement than girls.

Table 6c Gender: My teacher likes me

6. New pupils are helped to settle in.

Pupils were asked if new pupils are helped to settle in. The majority of pupils in all three authorities definitely agreed with this statement.

Table 7a Authority: New pupils are helped to settle in

A significant difference was, however, shown between primary and secondary schools, c2(2)=80,699, p<0.000. Pupils attending primary and special school were more likely to definitely agree with this statement than pupils attending secondary school who were more likely to "agree a bit". This primary/secondary split is reinforced by the open-ended comments made:

I am new to the school. I think I will be happy here [Primary school pupil].

Table 7b Type of school: New pupils are helped top settle in

Although the difference is not significant, girls were more likely to definitely agree and boys more likely to disagree with this statement.

Table 7c Gender: New pupils are helped to settle in

7. I like coming to this school.

Pupils were asked to respond to the statement "I like coming to this school". The majority of pupils agreed with the statement. However there was a significant difference between authorities was found; c2(4)=22.918, p<0.000. Pupils in Fife or the Highlands were more likely to "definitely agree" or "agree a bit" and pupils in North Lanarkshire were more likely to disagree with this statement.

Table 8a Authority: I like coming to this school

A significant difference was also found between primary and secondary schools, c2(2)=75,739, p<0.000. Pupils attending secondary schools were more likely to agree a bit or disagree with the statement whereas the majority of primary pupils agreed with the statement. Pupils in the special school responded in similar manner to primary pupils. However, the open-ended comments indicated that secondary pupils were generally positive:

The school provides a helpful, happy atmosphere to work in [Secondary school pupil].

Table 8b Type of school: I like coming to this school

There was a significant gender difference in the responses to this question, c2(2)=21.422 p<0.000. Girls were more likely to definitely agree with this statement, whereas boys were fairly evenly distributed across definitely agree and agree a bit. Boys were also more likely than girls to disagree with this statement.

Table 8c Gender: I like coming to this school

8. Bullying is a big problem here.

Next, pupils were asked if "bullying is a problem" at their school. A significant difference between authorities was found; c2(4)=39.965, p<0.000. The majority of pupils Highland region disagreed with a slightly smaller proportion of Fife pupils also disagreeing with this statement. North Lanarkshire pupils were more likely to either 'definitely agree' or 'agree a bit' with the statement.

Table 9a Authority: Bullying is a big problem here

There was a small significant difference between primary and secondary schools c2(2)=6.150, p<0.05. There were a slightly larger number of pupils in primary schools agreeing, either strongly or a bit, with this statement than in secondary schools. The pupils in the special school were more likely either to 'definitely agree' or 'disagree' than the other two groups, indicating a more polarised response.

Table 9b Type of school: Bullying is a big problem here

There is a significant gender difference in the responses to the bullying statement, c2=(2) 6.926, p<0.03. Boys are more inclined to 'definitely agree' with the statement and girls are more likely to 'disagree'.

Table 9c Gender: Bullying is a big problem here

The open-ended comments also indicated that there were concerns about bullying as there were more than twice as many comments about bullying than any other single topic.

Sometimes I feel bullied when people call me names. I feel sad [Primary school pupil].

I was bullied and it was not sorted and they are still bullying me [Secondary school pupil]

I get made fun of in my school but no-one is sorting it in the right manner [Secondary school pupil]

Bullies need to get dealt with a lot more quicker. It would get dealt better [Primary school pupil].

Bullying is a big problem and it doesn't always get sorted out in time and gets out of control [Secondary school pupil].

9. Pupils behave well here.

Pupils were asked if they felt that "pupils behave well here". The majority of pupils agreed overall with this statement. However, there was a significant difference between authorities was found; c2(4)=11.726, p<0.02 which was due to the fact that North Lanarkshire pupils were more likely to disagree with the statement than pupils from the other two regions.

Table 10a Authority: Pupils behave well here

A significant difference was also found between primary and secondary schools, c2(2)=86.709, p<0.000. The main difference was that secondary school pupils were more likely to 'disagree' with this statement. Special school pupils responded in a very similar fashion to primary school pupils. This difference between primary and secondary pupils is also emphasised by the open-ended comments which all came from secondary pupils:

People who are in constant trouble get picked on more by teachers [Secondary school pupil].

I disagree very strongly with 'pupils behave at this school' [Secondary school pupil].

There are too many troublemakers [Secondary school pupil].

Table 10b Type of school: Pupils behave well here

There were no significant differences between the responses in boys and girls.

Table 10c Gender: Pupils behave well here

10. Too many pupils are expelled (suspended) here.

Pupils were asked if "too many pupils are expelled (suspended)" at their school. A significant difference was found between the three authorities; c2(4)=35.243, p<0.000. Around 17.5 per cent of the pupils in North Lanarkshire definitely agreed with this statement whereas only around 7.5 per cent of the pupils in Fife or the Highlands did. Nearly sixty five per cent of the pupils in the Highlands disagreed with this statement whereas between 50 and 55 per cent of the pupils in Fife and North Lanarkshire did. However, this significant difference should be treated with caution as there were significant differences between primary and secondary pupils and there is an uneven distribution of primary and secondary pupils across the regions (see p. 2)

Table 11a Authority: Too many pupils are expelled (suspended)

There were also significant differences between primary and secondary schools, c2(2)=109.597, p<0.000. Less than half of the pupils attending secondary school disagreed with the statement, whereas around nearly three quarters of those attending primary school disagreed. Conversely, nearly half of those in secondary schools agreed with the statement. Most of the pupils in the special school disagreed with the statement; however, a small number declined to comment. There were also a relatively high proportion of no responses from secondary school pupils. The open-ended comments also indicate that there is a primary/secondary difference; however, also that there are differences between secondary pupils:

Not enough fair punishment for people in the wrong [Secondary school pupil]

I think the people who bully should be expelled [Primary school pupil]

I think teachers sometimes punish us when they don't have to, and that's why there is so much punishment issues. People (are) excluded and expelled and that's why no-one (at) this school is good and everything [Secondary school pupil]

Table 11b Type of school: Too many pupils are expelled (suspended) here

There were no significant differences between boys and girls.

Table 11c Gender: Too many pupils are expelled (suspended) here

11. Sometimes teachers have to punish pupils.

A significant difference was found between authorities in pupils' attitudes as to whether teachers sometimes have to punish pupils; c2(4)=21.277, p<0.000. Pupils in North Lanarkshire were more likely to disagree with this statement than pupils in Fife or in the Highlands. Pupils in the Highlands were more inclined to 'agree a bit' with the statement and less likely to 'definitely agree' with the statement than pupils in the other authorities.

Table 12a Authority: Sometimes teacher have to punish pupils

There was no significant difference between primary and secondary pupils in response to this statement. However, pupils in the special school were more likely to disagree with this statement than the pupils in the other two types of schools.

Table 12b Type of school: Sometimes teachers have to punish pupils

No significant difference in attitude to punishment was found between boys and girls.

Table 12c Gender: Sometimes teachers have to punish pupils

Whilst pupils felt that punishment was sometimes necessary there were nonetheless some who felt that it could be done differently. This is also reflected in the open-ended comments in the previous section (p. 14)

' Punishments' if you do something wrong, the teacher should give you a chance and give you a warning - NOT ISSUE A PUNISHMENT right away [Secondary school pupil]

Some people get away with murder [Secondary school pupil]

Teachers sometimes blame the wrong pupil for things that happen mostly too often [Secondary school pupil].

Not enough fair punishment for people in the wrong [Secondary school pupil]

12. Pupils do not miss school without a good reason.

Pupils were asked if "pupils do not miss school without a good reason". No significant difference between authorities was found and most pupils agreed definitely or a bit with the statement.

Table 13a Authority: Pupils do not miss school without a good reason

A significant difference was in evidence between primary and secondary schools, c2(2)=194.150 p<0.000. The majority of primary school pupils agreed with this statement; whilst over a third of secondary school pupils disagreed with it. The responses from the special school pupils were similar to those of the primary pupils.

Table 13b Type of school: Pupils do not miss school without a good reason

No significant difference was found between boys and girls.

Table 13c Gender: Pupils do not miss school without a good reason

There were no comments made in relation to this question which suggests that it was not an issue of particular concern to the pupils.

13. We have people we can go to if we have a problem in school.

The majority of pupils definitely agreed with the statement "we have people we can go to if we have a problem in school". There was a slight significant difference between the authorities, c2(4)= 9.603, p<0.05. This is mainly due to pupils in Highland and North Lanarkshire agreeing strongly with the statement and those in Fife indicating less strong agreement.

Table 14a Authority: We have people we can go to if we have a problem in school

Whilst there was a significant difference between primary and secondary schools, c2(2)=27.634, p<0.000, this was mainly due to primary pupils being more likely to 'definitely agree' with the statement than secondary pupils. Secondary pupils were slightly more likely to disagree. Overall 94% of secondary pupils and 96% of pupils from these schools said that there was somebody they could contact if they needed to do so. The picture was similar in the special school. This view is generally supported by the open-ended comments, though it was clear that not everybody felt that problems were dealt with effectively:

Some times the [mediators] can't be bothered and play football [Primary school pupil]

I think the teachers are very understanding in this school and they help you [Primary school pupil].

XX always shouts at me and I went to Guidance about it and nothing happened [Secondary school pupil].

Table 14b Type of school: We have people we can go to if we have a problem in school

There was no significant gender difference for this statement.

Table 14c Gender: We have people we can go to if we have a problem in school

14. Problems get sorted in this school.

The majority of pupils agreed with this statement; however, there was a slight significant difference between the authorities, c2=(4)=10.388, p<0.03. The main difference is that pupils in North Lanarkshire are most likely to disagree with the statement.

Table 15a Authority: Problems get sorted in this school

The majority of pupils in all types of schools indicated that they felt that problems were dealt with in their school. However, there was a significant difference was found between primary and secondary schools in terms of pupils' perception of the school's ability to sort problems; c2(2)=110.281, p<0.000. This was mainly because secondary pupils were more likely to 'agree a bit' than to agree strongly and a slightly larger proportion disagreed with the statement. Special school pupils responded in a similar manner though a slightly larger proportion of pupils either did not respond or disagreed. As for the previous question, the open-ended comments presented a mixed picture; however, it supports the primary/secondary split as the comments come from secondary pupils:

Problems do not always get sorted straight especially when you are told to go away when you have a problem [Secondary school pupil].

I had problems in the school so they sorted them, so that proves this is a good school [Secondary school pupil].

Table 15b Type of school: Problems get sorted in this school

No significant difference was found between boys and girls in regards to the school's ability to sort problems.

Table 15c Gender: Problems get sorted in this school

15. My family/carers like me coming to this school.

Pupils were asked if they felt that their family/carers like them coming to their school and the majority of pupils definitely agreed with this statement regardless of authority.

Table 16a Authority: My family/carers like me coming to this school

The majority of pupils stated that their school was valued by their parents/carer. There was a significant difference between primary and secondary school which was mainly due to primary children agreeing more strongly with the statement and secondary children just agreeing a bit, c2(2)=38.517, p<0.000. There were also a slightly higher proportion of secondary pupils disagreeing with this statement. The responses from the special school pupils were similar to the primary pupils. Interestingly though, the one negative comment came from a primary pupil. However, the comment refers more to the fabric of the school than the ethos within it:

This school is so old that my mum thinks that it will fall down. She doesn't think my safety is too great here because of all the windows get smashed and all the glass [Primary school pupil].

Table 16b Type of school: My family/carers like me coming to this school

There is no significant gender difference in the responses to this statement.

Table 16c Gender: My family/carers like me coming to this school

16. People where I live think this is a good school.

Pupils were asked whether they agreed with the statement "people where I live think this is a good school". The majority of pupils in all authorities agreed with this statement. However, there was a significant difference between the authorities, c2(4)=45.295, p<0.000. Pupils from North Lanarkshire were less likely than pupils from Fife or the Highlands to 'definitely agree' with the statement and nearly twice as likely to disagree with the statement.

Table 17a Authority: People where I live think this is a good school

There was no significant difference between primary and secondary schools in the responses to this statement. Secondary pupils were slightly more likely to disagree and those in special schools were even more likely to do so. The comments all come from secondary pupils thus supporting the responses to the survey question:

Recently the schools reputation has gone down with several police and ambulance visits, although I don't know what, something should be done to improve behaviour [Secondary school pupil].

Our school has a bad reputation compared to others. We need a whole new makeover [Secondary school pupil].

A lot of people get the wrong impression of the school, because of its appearance [Secondary school pupil].

Table 17b Type of school: People where I live think this is a good school

A significant difference was found between boys and girls; c2(2)=19.338, p<0.000. Overall both genders generally agreed with the statement, girls were however, more likely to 'definitely agree' and boys slightly more inclined to 'disagree'.

Table 17c Gender: People where I live think this is a good school

Summary

Sense of belonging to the school

The majority of pupils in all regions felt that they belonged to their school. There was a slight significant difference between the three authorities and a large one between primary and secondary pupils. However, this centred mainly on differences in responses between 'definitely agree' and 'agree a bit'. Primary pupils were more likely to indicate a stronger sense of belonging.

This sense of belonging was also indicated through some of the other statements. The majority of pupils in all three regions felt that new pupils were helped to settle into school. There was a significant difference between pupils in primary and secondary schools; however, this again focused mainly on strength of agreement. There were a greater number of secondary pupils disagreeing and there were also more non-responses from this group of pupils.

Pupils were also asked to indicate whether they liked going to their school. In the majority of cases and across the regions pupils stated that they liked coming to school, with only a small percentage saying that this was not the case. Those that did not like to come to school were more likely to come from North Lanarkshire and to be boys in secondary schools. As for the previous statements, where there were statistically significant differences they were mainly in terms of strength of agreement with the statement.

Relationships with others and pastoral support

Schools are complex institutions and relationships are an important aspect of the school environment. Pupils were asked whether they had lots of friends in the school and also if their teachers liked them. The majority of pupils in all three regions stated that they had lots of friends in their school. There were some slight significant differences between the authorities and also between types of schools, with North Lanarkshire pupils agreeing more strongly with the statement. Primary pupils had a slightly polarised response with more pupils agreeing more strongly and disagreeing than those in secondary schools.

The picture was slightly different when pupils were asked whether their teachers liked them. Whilst the majority of pupils in all regions indicated that they felt this to be the case there were also a number who said it was not and the number of non-responses to this question are also relatively high compared to some of the other questions.

Relationships depend on trust and pupils were asked if they felt they had somebody they could go to if they had a problem. The majority again responded that this was the case. The major difference was in strength of agreement with pupils in Highland and North Lanarkshire agreeing more strongly as did pupils in primary schools. Pupils also, on the whole felt that problems got sorted within their school. There were slightly higher levels of disagreement here with those in North Lanarkshire and secondary pupils disagreeing to a greater extent.

Achievement and attainment

Pupils were asked if they felt they were expected to work hard. The majority stated that this was the case. There was a slight difference between boys and girls, with girls agreeing more strongly with the statement and boys just agreeing.

The responses differed from those above when pupils were asked to indicate whether they got high marks or not. There was a relatively high number (13% of the total sample) of responses in the 'need more information' and non-responses to this statement. This would suggest that this statement was problematic for some pupils, especially those in the special school and more so for those in primary than in secondary schools. Overall secondary pupils and those in Fife and Highland were most likely to indicate that they go high marks. However, this may simply reflect that the sample in Highland included more secondary pupils and this is an issue of greater importance to these pupils.

Pupil behaviour

The majority of pupils in all regions felt that pupils were generally well behaved, however, secondary pupils were considerably more likely to state that there were discipline problems than primary pupils.

A similar pattern emerged when pupils were asked whether pupil absences were justified absences; however, the difference between primary and secondary pupils was even greater. More than a third of secondary pupils compared to less than 10% of primary pupils, stated that pupils did not necessarily have valid reasons for missing school.

Bullying

A large proportion of pupils stated that bullying was a problem within their school. In North Lanarkshire and Fife more than half the pupils said this was the case, in Highland about 405 indicated that this was the case. There was a small significant difference between primary and secondary pupils, with greater number of primary pupils saying that it was a problem. Girls were also slightly more likely to feel that it was a problem than boys. It is worth noting that bullying as an issue has been receiving a great deal of attention within schools and has been discussed more widely in society. The responses here may reflect an increased awareness of issues around bullying rather than an increase in bullying incidents in schools.

Discipline and punishment

Generally pupils agreed with the statement that it is necessary for teachers to discipline pupils on some occasions. There was a significant difference between the regions but this was mainly due to differences between 'definitely agree' and 'agree a bit' responses. Highland region pupils were more evenly spread over those two categories, with Fife and North Lanark pupils agreeing strongly.

Pupils were also asked to comment on the use of expulsion/suspension from school. It is noteworthy that this statement attracted a large number (nearly 10% of the overall sample) of non-responses. There was a large difference between the responses of primary and secondary pupils. Nearly three quarter of primary pupils indicated that the level of expulsion was not too high; whilst nearly half of the secondary pupils felt that too many pupils were expelled. There was also a difference between the regions as pupils in the Highlands were less likely to feel that there were too many expulsions compared to those in the other two regions.

School reputation

Most of the pupils stated that their family/carer liked them coming to the school, there was no difference between the regions but primary pupils were more likely to support the statement strongly than were secondary pupils.

Of the pupils who responded, most also felt that their school was well regarded by the community. However, this statement did attract a relatively large number of non-responses (around 105 of the total sample) and around 10% overall also indicated that they did not think the school was viewed favourably. This was particularly the case with the pupils from the special school.

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