Scottish Government

Annex 6 - Full Tables

Table 1. Gender

	Male	Female	Base
	%	%
Primary heads	14	86	313
Secondary heads	66	34	257
Primary teachers	7	93	880
Secondary teachers	40	60	2034
Primary support	3	97	593
Secondary support	5	95	777

Table 2. Age

	Up to 24 years old	25-34 years old	35-44 years old	45-54 years old	55+ years olds	Base
	%	%	%	%	%
Primary heads	-	5	22	42	31	303
Secondary heads	-	-	14	42	44	250
Primary teachers	6	26	22	27	19	867
Secondary teachers	4	24	22	30	20	2016
Primary support	1	5	23	52	19	589
Secondary support	1	6	26	48	19	758

Table 3. Is your current appointment…?

	Permanent	Temporary	Probationary	Base
	%	%	%
Primary heads	93	7	n/a	311
Secondary heads	96	4	n/a	254
Primary teachers	81	14	6	872
Secondary teachers	86	10	4	2022

Table 4. Do you work…?

	Full time	Part time	Supply	Base
	%	%	%
Primary heads	97	3	n/a	258
Secondary heads	100	-	n/a	185
Primary teachers	82	17	1	724
Secondary teachers	89	10	1	1734

Table 5. Please state the approximate length of time you have spent working in total as a headteacher/teacher/classroom assistant in schools

	1 year or less	2-5 years	6-10 years	More than 10 years	Base
	%	%	%	%
Primary heads	11	24	28	37	305
Secondary heads	15	36	28	21	253
Primary teachers	5	20	17	57	877
Secondary teachers	5	17	18	60	2041
Primary support	2	16	37	45	589
Secondary support	3	21	44	32	775

Table 6. Have you held a headteacher post in any other schools?

	Yes	No	Base
	%	%
Primary heads	58	42	315
Secondary heads	20	80	254

Table 7. Do you currently hold any of the following roles (permanently or acting in school)?

	Primary teachers	Secondary teachers
	%	%
Principal teacher	50	44
Pastoral care/personal support	5	14
Behaviour/learning support	22	11
Other promoted role	6	4
Registration/house tutor	1	38
Depute head	30	9
Base	204	1308

Table 8. On average, how many hours of contact time do you have with classes per week?

	None	Under 5 hours	Between 6 and 10 hours	Between 11 and 20 hours	More than 21 hours	Base
	%	%	%	%	%
Primary heads	17	56	8	15	4	313
Secondary heads	38	59	4	1	*	254
Primary teachers	-	3	6	25	67	871
Secondary teachers	-	4	6	40	50	2021

Table 9. If you teach in a primary school, which stages did you teach during the last full teaching week?

	Nursery	P1	P2	P3	P4	P5	P6	P7	Composite Classes	Base
	%	%	%	%	%	%	%	%	%
Primary teachers	5	28	26	24	26	27	29	26	26	872

Table 10. What subject have you taught most frequently this year?

	Secondary teachers
	%
Mathematics/numeracy	13
English	12
Physical Education.	7
Biology	5
Personal, Social & Health Education	5
Chemistry	4
Art and Design	4
French	4
Home Economics	4
History	4
Science	4
Religious, Moral & Philosophical Education	4
ICT/Computing	3
Business Education/Studies/Management	3
Physics	3
Geography	3
Music	3
Modern Studies	3
Technical Education/Studies	2
Support for Learning	2
Design and Technology	1
Graphic Communication	1
Drama	1
Craft, Design and Technology (CDT)	1
Administration	1
German	1
Spanish	1
Technology Education/Studies	1
Additional Support Needs	1
Hospitality	1
Literacy	*
Accounting	*
ASDAN	*
Support for Behaviour	*
Pupil Support	*
Modern languages	*
All/various subjects	*
Product Design	*
Gaelic	*
ESOL	*
Other	2
None	*
Base	1984

Table 11. Who do you provide classroom support to this school year?

	Primary Support	Secondary support
	%	%
One individual pupil	35	52
A few pupils	47	68
One particular class	21	18
A few classes	56	51
Any class as required	27	66
In a classroom setting with pupils who have behavioural needs	23	59
In a support base with pupils who have behavioural needs	7	39
Support provided elsewhere (e.g. in school office/playground/lunch hall/medical room/exam room/escorting pupils around school) not in the classroom	2	2
In a classroom setting with pupils who have learning difficulties	1	2
Children with special/severe/profound/complex needs	*	2
Nurture group/class	1	1
In a support base with pupils who have learning difficulties	1	1
In a support base with pupils who have additional support needs	1	1
The whole department/departmental support	*	1
In a classroom setting with pupils who have additional support needs	*	1
Small group work/groups of pupils	*	1
Support provided outside the school (e.g. school trips/escorting pupils to/from home/school/college)	0	1
Pre-school/nursery	1	0
Teachers/teaching staff	*	1
Support for pupils who need help with reading and scribing	0	1
Rarely classroom based at times of extreme shortages	0	*
Pupils who require pastoral care	0	*
EAL/help with children who have English as a second language	*	0
Other	1	1
Base	593	775

Table 12. In the last three years, has your school been involved in training/events relevant to promoting positive behaviour and/or managing indiscipline?

	Yes	No	Base
	%	%
Primary heads	67	33	311
Secondary heads	82	18	254

Table 13. If YES, please cross as appropriate to indicate the training provider.

	Primary heads	Secondary heads
	%	%
Local authority	77	57
Institute of Higher Education	*	0
Independent provider	13	28
The Scottish Government Positive Behaviour Team	9	17
Other (please specify)
- In-house trainers/training	9	19
- Own school/staff/myself	9	16
- Promoting positive behaviour/support	5	2
- In-house CPD training	1	3
- SACRO	2	1
- Restorative practice	2	*
- Educational psychologist	2	0
- Sharing good practice	1	1
- Other schools	0	1
- Other	4	2
Base	209	206

Table 14. In the last three years, have you received any support or assistance from your local authority to try new initiatives for promoting positive behaviour?

	Yes	No	Base
	%	%
Primary heads	49	51	308
Secondary heads	55	45	254

Table 15. If YES, please cross as appropriate to indicate the types of support or assistance received.

	Primary heads	Secondary heads
	%	%
Additional funding or staff support	21	35
Advice and consultancy	40	38
Training	77	58
Strategic or policy support	30	42
Other	1	4
Base	154	136

Table 16. Does your school have an on-site unit for longer-term placement of pupils identified with SEBD or behavioural need?

	Yes	No	Base
	%	%
Primary heads	4	96	311
Secondary heads	16	84	255

Table 17. How do you rate the parents of pupils at your school in terms of their general supportiveness?

	1 - Not supportive at all	2	3	4	5 - Very supportive	Base
	%	%	%	%	%
Primary heads	*	3	14	43	39	314
Secondary heads	0	2	10	53	35	257

Table 18. How do you rate the parents of pupils at your school in terms of their supportiveness in tackling behaviour and discipline issues?

	1 - Not supportive at all	2	3	4	5 - Very supportive	Base
	%	%	%	%	%
Primary heads	*	5	22	45	27	313
Secondary heads	*	2	16	58	23	254

Table 19.

Heads: Thinking about your school overall, please estimate what proportion of the school roll you think are generally well behaved during lessons.

Teachers/Support Staff: In how many of the lessons that you teach/assist in on a regular basis, do you find pupils generally well behaved?

	All/almost all	Most	Some	Few	None/Almost none	Base
	%	%	%	%	%
Primary heads	64	35	1	0	0	313
Secondary heads	53	46	1	0	0	254
Primary teachers	42	51	6	1	0	869
Secondary teachers	33	55	10	2	*	2,007
Primary support	31	59	8	2	*	593
Secondary support	8	53	30	8	1	770

Table 20. We have listed below some examples of different types of positive pupil behaviour which teachers experience during the course of their classroom teaching. Over the last full teaching week, please indicate, from your perspective:

Heads: how often each type of behaviour was exhibited.

Teachers/support staff: how frequently you experienced each type of pupil behaviour.

Primary heads	All lessons	Most	Some	Few	No lessons	Base
	%	%	%	%	%
Pupils arriving with the correct equipment	15	78	5	2	0	309
Pupils following instructions	20	77	3	1	0	312
Pupils settling down quickly	23	71	5	1	*	313
Pupils contributing to class discussions	48	49	2	0	0	312
Pupils listening to others' views respectfully	28	63	9	*	0	312
Pupils listening to staff respectfully	32	64	4	*	0	313
Pupils keenly engaging with their tasks	21	75	3	*	0	311
Pupils politely seeking staff help (e.g. putting hand up)	37	58	5	*	0	310
Attentive, interested pupils	24	71	5	0	0	312
Pupils arriving promptly for classes	29	67	5	0	0	310
Lessons that are calm, relaxed and enjoyable	27	67	6	*	0	310
Pupils interacting supportively with each other	17	74	8	*	0	312
Pupils enthusiastically participating in classroom activities	23	72	4	1	0	310
Secondary heads
Pupils arriving with the correct equipment	3	88	7	1	*	248
Pupils following instructions	10	87	2	*	*	247
Pupils settling down quickly	10	86	3	*	*	246
Pupils contributing to class discussions	22	68	9	2	1	248
Pupils listening to others' views respectfully	10	81	9	0	*	248
Pupils listening to staff respectfully	13	86	1	0	*	248
Pupils keenly engaging with their tasks	8	85	7	0	*	247
Pupils politely seeking staff help (e.g. putting hand up)	13	81	5	1	*	248
Attentive, interested pupils	9	84	7	0	*	248
Pupils arriving promptly for classes	9	83	6	1	*	249
Lessons that are calm, relaxed and enjoyable	11	83	6	0	*	248
Pupils interacting supportively with each other	11	79	10	0	*	250
Pupils enthusiastically participating in classroom activities	11	76	13	0	*	249
Primary teachers
Pupils arriving with the correct equipment	14	68	13	4	1	866
Pupils following instructions	14	74	11	1	0	876
Pupils settling down quickly	15	67	16	2	*	878
Pupils contributing to class discussions	46	48	6	*	0	878
Pupils listening to others' views respectfully	18	63	16	2	0	878
Pupils listening to staff respectfully	26	65	8	1	0	876
Pupils keenly engaging with their tasks	16	75	8	*	0	878
Pupils politely seeking staff help (e.g. putting hand up)	26	61	12	1	*	880
Attentive, interested pupils	19	72	9	*	0	877
Pupils arriving promptly for classes	32	60	7	1	0	875
Lessons that are calm, relaxed and enjoyable	18	68	12	2	*	873
Pupils interacting supportively with each other	16	62	19	2	*	879
Pupils enthusiastically participating in classroom activities	23	68	8	*	0	875
Secondary teachers
Pupils arriving with the correct equipment	5	58	26	10	2	2,027
Pupils following instructions	14	71	13	2	*	2,027
Pupils settling down quickly	13	65	18	4	*	2,026
Pupils contributing to class discussions	29	51	18	2	*	2,023
Pupils listening to others' views respectfully	13	58	25	4	*	2,029
Pupils listening to staff respectfully	18	65	14	3	*	2,030
Pupils keenly engaging with their tasks	9	68	20	3	*	2,029
Pupils politely seeking staff help (e.g. putting hand up)	18	57	21	4	*	2,029
Attentive, interested pupils	9	64	25	2	*	2,025
Pupils arriving promptly for classes	12	70	16	2	*	2,029
Lessons that are calm, relaxed and enjoyable	15	63	19	3	*	2,028
Pupils interacting supportively with each other	11	57	27	4	*	2,020
Pupils enthusiastically participating in classroom activities	12	62	23	3	*	2,019
Primary support
Pupils arriving with the correct equipment	8	72	16	4	1	585
Pupils following instructions	7	67	24	2	*	592
Pupils settling down quickly	7	58	31	4	*	591
Pupils contributing to class discussions	24	61	15	1	*	588
Pupils listening to others' views respectfully	11	60	27	2	*	589
Pupils listening to staff respectfully	14	63	20	2	0	591
Pupils keenly engaging with their tasks	12	65	22	1	0	592
Pupils politely seeking staff help (e.g. putting hand up)	12	57	26	5	*	593
Attentive, interested pupils	11	64	24	1	0	591
Pupils arriving promptly for classes	19	69	11	1	0	585
Lessons that are calm, relaxed and enjoyable	14	59	24	3	*	594
Pupils interacting supportively with each other	13	59	26	1	*	594
Pupils enthusiastically participating in classroom activities	16	65	18	1	0	592
Secondary support
Pupils arriving with the correct equipment	1	33	39	23	4	775
Pupils following instructions	1	48	42	8	1	773
Pupils settling down quickly	1	44	41	13	1	775
Pupils contributing to class discussions	6	51	35	7	1	774
Pupils listening to others' views respectfully	2	37	45	15	1	774
Pupils listening to staff respectfully	2	44	42	12	1	773
Pupils keenly engaging with their tasks	2	38	48	12	*	769
Pupils politely seeking staff help (e.g. putting hand up)	3	41	41	14	1	775
Attentive, interested pupils	1	38	48	13	*	774
Pupils arriving promptly for classes	4	58	28	9	1	774
Lessons that are calm, relaxed and enjoyable	1	37	45	16	1	772
Pupils interacting supportively with each other	2	35	51	12	1	774
Pupils enthusiastically participating in classroom activities	2	38	48	12	*	774

Table 20. Over the course of the last full teaching week, how often do you think teachers within your school would have to deal with low-level indiscipline within the course of their classroom teaching?

	Several times a day	Twice a day	Once a day	3 or 4 times last week	Twice last week	Once last week	Not at all last week	Base
	%	%	%	%	%	%	%
Primary heads	31	17	13	13	12	7	6	306
Secondary heads	31	24	13	21	5	6	0	246

Table 21. On how many occasions were pupils referred to you for low-level indiscipline issues during the last full teaching week?

	Several times a day	Twice a day	Once a day	3 or 4 times last week	Twice last week	Once last week	Not at all last week	Base
	%	%	%	%	%	%	%
Primary heads	2	8	6	14	17	19	34	310
Secondary heads	3	3	3	13	9	18	51	253

Table 22. Heads: We have listed below some examples of serious indiscipline/violence which teachers sometimes have to deal with during the course of their classroom teaching. Please indicate for frequently each behaviour has been referred on to you from a classroom setting over the last full teaching week. Please note that you will be asked about similar behaviour around the school (i.e. outwith the classroom) in question 22 and your experience of serious indiscipline/violence towards you over the last twelve months in question 24.

Teachers/Support staff: Taking all the lessons you have taught/assisted during the last full teaching week, please indicate how frequently you had to deal with each type of pupil behaviour.

Primary heads	Several times a day	Twice a day	Once a day	3 or 4 times last week	Twice last week	Once last week	Not at all last week	Base
	%	%	%	%	%	%	%
Physical destructiveness (e.g. breaking objects, damaging furniture and fabric)	0	1	*	1	5	7	86	312
Racist abuse towards other pupils	0	0	0	0	0	5	95	311
Sexist abuse or harassment of other pupils	0	0	0	0	0	6	94	310
Homophobic abuse towards other pupils	0	0	0	*	0	2	97	310
General verbal abuse towards other pupils (e.g. offensive, insulting or threatening remarks)	1	1	1	7	14	26	50	312
Racist abuse towards staff	0	0	*	0	0	*	99	311
Sexist abuse or harassment towards staff	0	0	0	*	0	*	99	308
Homophobic abuse towards staff	0	0	0	0	0	1	99	309
General verbal abuse towards staff (e.g. offensive, insulting or threatening remarks)	*	1	0	3	6	14	76	312
Pupils under the influence of illegal drugs/alcohol	0	0	0	0	0	0	100	311
Physical aggression towards other pupils (e.g. by pushing, squaring up)	1	1	1	8	14	30	45	313
Physical violence towards other pupils (e.g. punching, kicking, head-butting, use of a weapon)	*	2	*	3	5	24	67	311
Using mobile phones abusively	0	0	*	0	0	2	98	312
Physical aggression towards staff (e.g. pushing, squaring up)	*	1	0	1	1	4	94	311
Physical violence towards staff (e.g. punching, kicking, head-butting, use of a weapon)	*	*	0	0	*	3	96	311
Secondary heads
Physical destructiveness (e.g. breaking objects, damaging furniture and fabric)	0	0	1	*	*	11	87	254
Racist abuse towards other pupils	0	0	0	0	0	5	95	254
Sexist abuse or harassment of other pupils	0	0	0	0	2	10	87	252
Homophobic abuse towards other pupils	0	0	0	0	*	3	97	253
General verbal abuse towards other pupils (e.g. offensive, insulting or threatening remarks)	1	0	1	9	20	28	41	253
Racist abuse towards staff	0	0	0	0	0	1	99	254
Sexist abuse or harassment towards staff	0	0	0	*	0	4	96	253
Homophobic abuse towards staff	0	0	0	*	0	*	99	253
General verbal abuse towards staff (e.g. offensive, insulting or threatening remarks)	0	*	0	5	15	38	41	254
Pupils under the influence of illegal drugs/alcohol	0	0	0	0	*	4	96	254
Physical aggression towards other pupils (e.g. by pushing, squaring up)	*	0	0	8	14	31	47	253
Physical violence towards other pupils (e.g. punching, kicking, head-butting, use of a weapon)	0	0	0	2	7	25	67	254
Using mobile phones abusively	*	*	*	4	6	15	74	254
Physical aggression towards staff (e.g. pushing, squaring up)	0	0	0	*	1	6	93	253
Physical violence towards staff (e.g. punching, kicking, head-butting, use of a weapon)	0	0	0	0	0	1	99	253
Primary teachers
LOW-LEVEL INDISCIPLINE
Talking out of turn (e.g. by making remarks, calling out, distracting others by chattering)	56	12	5	11	6	5	3	879
Making unnecessary (non-verbal) noise (e.g. by scraping chairs, banging objects)	27	15	10	9	8	9	22	878
Hindering other pupils (e.g.by distracting them from work, interfering with materials)	30	15	11	11	10	12	12	876
Getting out of their seat without permission	26	11	9	10	9	9	27	868
Not being punctual (e.g. arriving late at lessons)	2	3	13	11	14	13	44	872
Persistently infringing class rules (e.g. pupil behaviour, safety)	12	7	7	10	10	14	40	871
Eating/chewing in class	*	1	1	1	2	7	88	876
Work avoidance (e.g. delaying start to work set)	14	8	8	15	15	18	22	872
Cheeky or impertinent remarks or responses	5	5	5	7	8	18	52	878
General rowdiness, horseplay or mucking about	8	4	7	8	14	16	43	876
Use of mobile phone/texting	0	0	*	*	*	2	98	878
Use of headphones/iPod/mp3 player	0	*	0	0	*	1	99	874
DISENGAGEMENT
Pupils withdrawing from interaction with others/you	5	4	3	6	9	18	55	872
Pupils missing lessons (e.g. truancy)	*	0	1	1	1	1	97	869
SERIOUS INDISCIPLINE/VIOLENCE
Physical destructiveness (e.g. breaking objects, damaging furniture and fabric)	*	*	1	*	2	7	90	878
Racist abuse towards other pupils	0	0	0	*	*	2	98	879
Sexist abuse or harassment of other pupils	*	0	0	*	*	1	98	878
Homophobic abuse towards other pupils	0	0	0	*	*	1	99	877
General verbal abuse towards other pupils (e.g. offensive, insulting or threatening remarks)	2	2	1	5	7	17	66	873
Racist abuse towards you	0	*	0	0	0	0	100	879
Sexist abuse or harassment towards you	0	0	0	0	*	0	100	878
Homophobic abuse towards you	0	0	0	0	0	0	100	875
General verbal abuse towards you (e.g. offensive, insulting or threatening remarks)	*	*	*	*	1	2	96	879
Pupils under the influence of illegal drugs/alcohol	0	0	0	0	0	0	100	879
Physical aggression towards other pupils (e.g. by pushing, squaring up)	2	2	2	4	8	15	67	875
Physical violence towards other pupils (e.g. punching, kicking, head-butting, use of a weapon)	1	1	1	3	5	11	78	877
Using mobile phones abusively	0	0	*	0	0	*	100	877
Physical aggression towards you (e.g. pushing, squaring up)	*	0	0	*	1	1	98	878
Physical violence towards you (e.g. punching, kicking, head-butting, use of a weapon)	*	0	*	0	*	1	99	876
Secondary teachers
LOW-LEVEL INDISCIPLINE
Talking out of turn (e.g. by making remarks, calling out, distracting others by chattering)	52	14	8	13	6	5	3	2,025
Making unnecessary (non-verbal) noise (e.g. by scraping chairs, banging objects)	24	14	11	12	8	10	21	2,028
Hindering other pupils (e.g.by distracting them from work, interfering with materials)	25	15	12	16	11	10	11	2,025
Getting out of their seat without permission	12	12	11	10	10	14	31	2,004
Not being punctual (e.g. arriving late at lessons)	14	14	14	17	17	14	10	2,012
Persistently infringing class rules (e.g. pupil behaviour, safety)	12	9	10	12	11	15	31	2,002
Eating/chewing in class	32	10	9	12	10	12	14	2,030
Work avoidance (e.g. delaying start to work set)	20	15	12	15	15	13	10	2,015
Cheeky or impertinent remarks or responses	10	11	10	9	13	19	28	2,027
General rowdiness, horseplay or mucking about	11	9	10	12	13	17	28	2,023
Use of mobile phone/texting	28	9	7	10	10	13	23	2,030
Use of headphones/iPod/mp3 player	20	8	7	7	9	12	36	2,026
DISENGAGEMENT
Pupils withdrawing from interaction with others/you	5	7	8	10	12	22	36	2,018
Pupils missing lessons (e.g. truancy)	3	3	5	10	12	19	48	2,000
SERIOUS INDISCIPLINE/VIOLENCE
Physical destructiveness (e.g. breaking objects, damaging furniture and fabric)	*	*	1	1	2	9	86	2,027
Racist abuse towards other pupils	0	*	*	*	*	3	96	2,029
Sexist abuse or harassment of other pupils	*	*	*	1	1	6	91	2,026
Homophobic abuse towards other pupils	*	*	*	1	1	5	92	2,021
General verbal abuse towards other pupils (e.g. offensive, insulting or threatening remarks)	3	2	2	6	11	23	53	2,026
Racist abuse towards you	0	*	0	*	*	*	100	2,031
Sexist abuse or harassment towards you	*	*	*	*	*	1	98	2,027
Homophobic abuse towards you	*	*	0	*	*	*	100	2,020
General verbal abuse towards you (e.g. offensive, insulting or threatening remarks)	*	1	1	1	4	13	80	2,027
Pupils under the influence of illegal drugs/alcohol	*	*	*	*	*	2	97	2,023
Physical aggression towards other pupils (e.g. by pushing, squaring up)	1	1	1	2	5	18	73	2,031
Physical violence towards other pupils (e.g. punching, kicking, head-butting, use of a weapon)	*	*	*	*	1	7	91	2,026
Using mobile phones abusively	1	*	*	1	1	4	92	2,026
Physical aggression towards you (e.g. pushing, squaring up)	0	*	*	*	*	2	97	2,025
Physical violence towards you (e.g. punching, kicking, head-butting, use of a weapon)	0	*	0	0	*	*	100	2,022
Primary support
LOW-LEVEL INDISCIPLINE
Talking out of turn (e.g. by making remarks, calling out, distracting others by chattering)	59	9	5	10	7	6	4	592
Making unnecessary (non-verbal) noise (e.g. by scraping chairs, banging objects)	42	9	9	10	5	7	17	591
Hindering other pupils (e.g.by distracting them from work, interfering with materials)	37	13	10	12	7	8	13	588
Getting out of their seat without permission	42	12	6	9	6	8	15	590
Not being punctual (e.g. arriving late at lessons)	5	5	13	11	11	14	40	578
Persistently infringing class rules (e.g. pupil behaviour, safety)	22	8	5	10	7	14	33	581
Eating/chewing in class	1	1	2	2	2	6	87	587
Work avoidance (e.g. delaying start to work set)	22	11	8	13	9	15	22	590
Cheeky or impertinent remarks or responses	19	7	7	12	9	14	33	588
General rowdiness, horseplay or mucking about	21	7	8	12	10	13	29	589
Use of mobile phone/texting	1	1	*	*	1	2	96	585
Use of headphones/iPod/mp3 player	1	*	0	0	1	1	98	587
DISENGAGEMENT
Pupils withdrawing from interaction with others/you	8	5	5	7	7	16	52	591
Pupils missing lessons (e.g. truancy)	*	1	*	1	1	3	94	579
SERIOUS INDISCIPLINE/VIOLENCE
Physical destructiveness (e.g. breaking objects, damaging furniture and fabric)	1	1	1	1	4	8	85	589
Racist abuse towards other pupils	*	*	*	*	1	3	95	591
Sexist abuse or harassment of other pupils	*	*	1	*	1	2	96	586
Homophobic abuse towards other pupils	*	0	1	0	1	1	97	584
General verbal abuse towards other pupils (e.g. offensive, insulting or threatening remarks)	5	4	3	7	11	18	53	588
Racist abuse towards you	0	0	0	0	0	*	100	589
Sexist abuse or harassment towards you	*	0	0	0	*	0	99	588
Homophobic abuse towards you	0	0	0	0	0	0	100	583
General verbal abuse towards you (e.g. offensive, insulting or threatening remarks)	2	1	1	3	3	6	84	590
Pupils under the influence of illegal drugs/alcohol	0	0	0	0	0	0	100	579
Physical aggression towards other pupils (e.g. by pushing, squaring up)	7	3	4	10	11	17	47	592
Physical violence towards other pupils (e.g. punching, kicking, head-butting, use of a weapon)	4	2	2	6	8	12	65	591
Using mobile phones abusively	*	0	*	0	*	0	99	589
Physical aggression towards you (e.g. pushing, squaring up)	1	0	*	1	1	5	91	590
Physical violence towards you (e.g. punching, kicking, head-butting, use of a weapon)	1	0	*	1	*	2	95	590
Secondary support
LOW-LEVEL INDISCIPLINE
Talking out of turn (e.g. by making remarks, calling out, distracting others by chattering)	70	8	4	9	3	3	1	779
Making unnecessary (non-verbal) noise (e.g. by scraping chairs, banging objects)	54	12	9	9	5	5	6	776
Hindering other pupils (e.g.by distracting them from work, interfering with materials)	51	14	10	10	6	5	5	777
Getting out of their seat without permission	35	16	11	10	7	8	12	774
Not being punctual (e.g. arriving late at lessons)	28	15	12	13	11	11	12	774
Persistently infringing class rules (e.g. pupil behaviour, safety)	35	12	9	10	8	10	15	772
Eating/chewing in class	52	9	6	9	7	7	10	774
Work avoidance (e.g. delaying start to work set)	44	13	9	11	8	7	7	776
Cheeky or impertinent remarks or responses	40	14	8	10	8	10	9	780
General rowdiness, horseplay or mucking about	37	14	10	9	10	10	9	775
Use of mobile phone/texting	44	10	5	7	6	9	18	781
Use of headphones/iPod/mp3 player	32	11	8	8	5	8	29	780
DISENGAGEMENT
Pupils withdrawing from interaction with others/you	14	11	10	12	12	14	28	771
Pupils missing lessons (e.g. truancy)	8	5	6	10	10	15	45	759
SERIOUS INDISCIPLINE/VIOLENCE
Physical destructiveness (e.g. breaking objects, damaging furniture and fabric)	1	1	3	2	4	8	81	777
Racist abuse towards other pupils	1	*	1	2	2	6	90	779
Sexist abuse or harassment of other pupils	1	1	1	2	3	10	82	772
Homophobic abuse towards other pupils	1	*	2	1	2	6	88	771
General verbal abuse towards other pupils (e.g. offensive, insulting or threatening remarks)	11	5	5	11	14	18	36	776
Racist abuse towards you	0	*	*	*	1	1	98	777
Sexist abuse or harassment towards you	*	*	*	*	1	3	96	776
Homophobic abuse towards you	0	*	0	0	*	*	99	772
General verbal abuse towards you (e.g. offensive, insulting or threatening remarks)	2	1	1	4	6	13	73	775
Pupils under the influence of illegal drugs/alcohol	*	*	*	0	1	3	95	776
Physical aggression towards other pupils (e.g. by pushing, squaring up)	3	3	3	5	9	24	53	777
Physical violence towards other pupils (e.g. punching, kicking, head-butting, use of a weapon)	2	1	1	3	4	13	76	776
Using mobile phones abusively	4	1	*	2	2	5	87	773
Physical aggression towards you (e.g. pushing, squaring up)	*	*	*	*	1	2	96	776
Physical violence towards you (e.g. punching, kicking, head-butting, use of a weapon)	*	0	*	0	*	1	99	777

Table 23. From the previous list, please indicate up to three types of behaviour that have had the greatest negative impact on your teaching experience/experience as a support staff member during the last full teaching week.

	Primary teachers	Secondary teachers	Primary support	Secondary support
	%	%	%	%
LOW-LEVEL INDISCIPLINE
Talking out of turn (e.g. by making remarks, calling out, distracting others by chattering)	82	73	53	53
Making unnecessary (non-verbal) noise (e.g. by scraping chairs, banging objects)	35	18	25	18
Hindering other pupils (e.g.by distracting them from work, interfering with materials)	57	43	40	37
Getting out of their seat without permission	17	5	19	4
Not being punctual (e.g. arriving late at lessons)	7	19	6	7
Persistently infringing class rules (e.g. pupil behaviour, safety)	10	11	13	19
Eating/chewing in class	1	9	2	7
Work avoidance (e.g. delaying start to work set)	22	27	17	18
Cheeky or impertinent remarks or responses	7	12	22	30
General rowdiness, horseplay or mucking about	12	12	17	20
Use of mobile phone/texting	0	27	*	25
Use of headphones/iPod/mp3 player	*	7	1	6
DISENGAGEMENT
Pupils withdrawing from interaction with others/you	6	5	7	6
Pupils missing lessons (e.g. truancy)	*	4	1	3
SERIOUS INDISCIPLINE/VIOLENCE
Physical destructiveness (e.g. breaking objects, damaging furniture and fabric)	1	1	2	1
Racist abuse towards other pupils	*	*	2	*
Sexist abuse or harassment of other pupils	0	*	*	1
Homophobic abuse towards other pupils	*	*	1	1
General verbal abuse towards other pupils (e.g. offensive, insulting or threatening remarks)	4	4	13	10
Racist abuse towards you	*	*	*	*
Sexist abuse or harassment towards you	*	*	*	*
Homophobic abuse towards you	0	*	N/A	N/A
General verbal abuse towards you (e.g. offensive, insulting or threatening remarks)	1	2	6	8
Pupils under the influence of illegal drugs/alcohol	0	*	*	*
Physical aggression towards other pupils (e.g. by pushing, squaring up)	4	1	16	4
Physical violence towards other pupils (e.g. punching, kicking, head-butting, use of a weapon)	3	*	10	3
Using mobile phones abusively	*	1	0	1
Physical aggression towards you (e.g. pushing, squaring up)	1	*	6	2
Physical violence towards you (e.g. punching, kicking, head-butting, use of a weapon)	1	*	3	1

Positive behaviour around the school

Table 24. Thinking about all the behaviour you encounter around school, how many pupils do you find generally well behaved?

	All/almost all	Most	Some	Few	None/almost none	Base
	%	%	%	%	%
Primary heads	74	25	1	*	0	303
Secondary heads	62	38	0	0	0	253
Primary teachers	42	55	3	0	0	873
Secondary teachers	30	64	6	*	0	2,027
Primary support	24	70	5	*	0	594
Secondary support	7	77	14	2	0	779

Table 25. We have listed below some examples of different types of positive pupil behaviour which teachers have told us they encounter during the course of their duties around the school. Taking your experience over the last full teaching week, please indicate how frequently you encounter each type of behaviour.

Primary heads	Always	On most occasions	Sometimes	Seldom	Never	Base
	%	%	%	%	%
Pupils actively helping their peers	16	76	8	0	0	314
Pupils taking turns	16	79	5	*	0	314
Pupils making positive use of the school facilities during breaks (e.g. library, sports facilities)	18	63	14	3	1	302
Pupils engaged in playing games and sports together	28	63	8	*	0	314
Pupils queuing in an orderly manner	24	67	9	*	0	314
Pupils respecting toilet/break/cloakroom areas	19	71	10	1	0	314
Pupils using litter bins	22	72	7	0	0	313
Pupils greeting staff pleasantly	50	48	2	0	0	313
Pupils challenging others' negative behaviour	5	34	51	10	0	307
Pupils interacting supportively with each other	15	77	6	1	0	312
Secondary heads
Pupils actively helping their peers	4	69	26	*	0	255
Pupils taking turns	8	71	21	*	*	250
Pupils making positive use of the school facilities during breaks (e.g. library, sports facilities)	27	51	22	0	0	256
Pupils engaged in playing games and sports together	20	41	35	4	0	255
Pupils queuing in an orderly manner	27	67	6	1	0	256
Pupils respecting toilet/break/cloakroom areas	18	73	8	1	0	254
Pupils using litter bins	3	63	32	2	0	257
Pupils greeting staff pleasantly	17	77	6	0	0	257
Pupils challenging others' negative behaviour	0	9	61	28	2	254
Pupils interacting supportively with each other	4	74	22	*	0	255
Primary teachers
Pupils actively helping their peers	11	73	16	*	0	877
Pupils taking turns	8	77	14	*	0	875
Pupils making positive use of the school facilities during breaks (e.g. library, sports facilities)	12	49	27	7	5	835
Pupils engaged in playing games and sports together	19	66	14	1	*	873
Pupils queuing in an orderly manner	12	61	24	2	*	875
Pupils respecting toilet/break/cloakroom areas	9	62	26	3	*	874
Pupils using litter bins	13	73	14	*	*	875
Pupils greeting staff pleasantly	29	60	11	1	0	877
Pupils challenging others' negative behaviour	3	24	50	17	5	865
Pupils interacting supportively with each other	8	70	21	*	*	877
Secondary teachers
Pupils actively helping their peers	4	53	38	4	1	2,026
Pupils taking turns	5	55	34	5	1	1,994
Pupils making positive use of the school facilities during breaks (e.g. library, sports facilities)	13	40	39	8	1	2,005
Pupils engaged in playing games and sports together	9	39	37	10	4	1,966
Pupils queuing in an orderly manner	9	53	28	9	1	2,018
Pupils respecting toilet/break/cloakroom areas	5	50	34	8	2	1,973
Pupils using litter bins	2	35	44	17	2	2,024
Pupils greeting staff pleasantly	16	60	20	3	*	2,033
Pupils challenging others' negative behaviour	1	7	39	37	15	2,020
Pupils interacting supportively with each other	3	50	43	5	*	2,017

Table 26. We have listed below some examples of different types of pupil behaviour which teachers have told us they encounter during the course of their duties around the school. Taking your experience over the last full teaching week, please indicate how frequently each type of behaviour has either been referred on to you, or been encountered directly by you.

Primary heads	Several times a day	Twice a day	Once a day	3 or 4 times last week	Twice last week	Once last week	Not at all last week	Base
	%	%	%	%	%	%	%
LOW-LEVEL INDISCIPLINE
Running in the corridor	8	7	11	16	12	21	26	311
Unruliness while waiting (e.g. to enter classrooms, for lunch)	2	4	7	4	13	20	49	311
Showing lack of concern for others	1	2	3	10	11	30	43	311
Persistently infringing school rules	2	2	2	8	12	19	55	313
Cheeky or impertinent remarks or responses	1	2	2	7	10	30	47	311
Loitering in 'prohibited' areas	1	1	1	4	4	9	81	313
Leaving school premises without permission	0	*	0	1	1	5	92	312
General rowdiness, horseplay or mucking about	3	*	1	9	15	26	46	313
Use of mobile phones/texting against school policies	0	0	0	*	1	7	91	313
DISENGAGEMENT
Pupils deliberately excluding others	*	1	1	2	7	27	62	312
Pupils withdrawing from interaction with peers	1	1	1	4	5	25	64	312
Pupils truanting	0	0	0	*	2	1	97	313
SERIOUS INDISCIPLINE/VIOLENCE
Physical destructiveness (e.g. breaking objects, damaging furniture and fabric)	0	*	0	1	2	9	88	310
Racist abuse towards other pupils	0	0	0	0	0	3	97	313
Sexist abuse or harassment of other pupils	0	0	0	0	0	2	98	313
Homophobic abuse towards other pupils	0	0	0	0	*	2	98	313
General verbal abuse towards other pupils (e.g. offensive, insulting or threatening remarks)	2	1	1	4	14	23	56	311
Racist abuse towards you or your staff	0	0	0	0	0	*	100	313
Sexist abuse or harassment towards you or your staff	0	0	0	0	0	1	99	313
Homophobic abuse towards you or your staff	0	0	0	0	0	1	99	311
General verbal abuse towards you or your staff (e.g. offensive, insulting or threatening remarks)	0	*	1	2	5	10	83	313
Pupils under the influence of illegal drugs/alcohol	0	0	0	0	0	0	100	309
Physical aggression towards other pupils (e.g. by pushing, squaring up)	*	1	0	5	13	28	52	312
Physical violence towards other pupils (e.g. punching, kicking, head-butting, use of a weapon)	0	1	0	2	6	21	70	312
Using mobile phones abusively	0	0	0	0	0	3	97	312
Physical aggression towards staff (e.g. pushing, squaring up)	0	0	*	1	1	4	94	312
Physical violence towards staff (e.g. punching, kicking, head-butting, use of a weapon)	0	*	0	*	1	4	94	311
Secondary heads
LOW-LEVEL INDISCIPLINE
Running in the corridor	5	5	5	11	12	24	39	256
Unruliness while waiting (e.g. to enter classrooms, for lunch)	2	1	3	5	13	19	57	254
Showing lack of concern for others	1	1	5	5	13	32	42	256
Persistently infringing school rules	2	3	3	10	18	29	35	255
Cheeky or impertinent remarks or responses	2	2	3	10	19	36	29	255
Loitering in 'prohibited' areas	4	3	4	9	13	23	44	256
Leaving school premises without permission	2	1	2	5	11	30	50	254
General rowdiness, horseplay or mucking about	5	2	4	17	16	33	22	256
Use of mobile phones/texting against school policies	9	3	5	13	16	22	31	255
DISENGAGEMENT
Pupils deliberately excluding others	*	*	1	1	8	16	73	257
Pupils withdrawing from interaction with peers	*	0	1	1	5	21	71	254
Pupils truanting	1	1	2	12	20	27	37	257
SERIOUS INDISCIPLINE/VIOLENCE
Physical destructiveness (e.g. breaking objects, damaging furniture and fabric)	0	0	1	1	2	14	83	256
Racist abuse towards other pupils	0	0	0	0	0	3	97	257
Sexist abuse or harassment of other pupils	0	0	0	0	1	5	94	257
Homophobic abuse towards other pupils	0	0	0	0	0	1	99	255
General verbal abuse towards other pupils (e.g. offensive, insulting or threatening remarks)	*	1	1	8	18	28	44	256
Racist abuse towards you or your staff	0	0	0	0	0	1	99	257
Sexist abuse or harassment towards you or your staff	0	0	0	*	0	3	96	256
Homophobic abuse towards you or your staff	0	0	0	0	0	*	100	257
General verbal abuse towards you or your staff (e.g. offensive, insulting or threatening remarks)	0	*	0	4	10	30	55	256
Pupils under the influence of illegal drugs/alcohol	0	0	0	0	1	5	95	256
Physical aggression towards other pupils (e.g. by pushing, squaring up)	*	0	1	4	18	30	47	257
Physical violence towards other pupils (e.g. punching, kicking, head-butting, use of a weapon)	*	0	0	1	9	25	65	255
Using mobile phones abusively	2	0	*	4	4	14	75	257
Physical aggression towards staff (e.g. pushing, squaring up)	0	0	0	0	1	4	96	257
Physical violence towards staff (e.g. punching, kicking, head-butting, use of a weapon)	0	0	0	0	0	1	99	256
Primary teachers
LOW-LEVEL INDISCIPLINE
Running in the corridor	21	10	13	15	12	16	13	880
Unruliness while waiting (e.g. to enter classrooms, for lunch)	10	7	15	12	13	18	25	870
Showing lack of concern for others	6	5	8	11	14	21	35	872
Persistently infringing school rules	6	5	8	9	11	15	47	868
Cheeky or impertinent remarks or responses	3	4	5	8	8	20	51	871
Loitering in 'prohibited' areas	2	3	3	6	6	14	66	875
Leaving school premises without permission	*	0	*	*	1	3	96	868
General rowdiness, horseplay or mucking about	8	5	5	13	15	23	31	873
Use of mobile phones/texting against school policies	*	0	*	*	1	2	97	874
DISENGAGEMENT
Pupils deliberately excluding others	1	1	4	4	9	26	55	877
Pupils withdrawing from interaction with peers	1	1	3	5	7	25	58	874
Pupils truanting	*	0	*	*	*	1	97	872
SERIOUS INDISCIPLINE/VIOLENCE
Physical destructiveness (e.g. breaking objects, damaging furniture and fabric)	*	*	1	1	2	8	88	875
Racist abuse towards other pupils	0	0	0	*	*	2	97	877
Sexist abuse or harassment of other pupils	0	0	0	*	*	1	98	873
Homophobic abuse towards other pupils	0	0	0	*	*	1	98	872
General verbal abuse towards other pupils (e.g. offensive, insulting or threatening remarks)	2	1	2	5	8	15	65	871
Racist abuse towards you	0	0	0	0	0	0	100	877
Sexist abuse or harassment towards you	0	0	0	0	0	*	100	875
Homophobic abuse towards you	0	0	0	0	0	0	100	870
General verbal abuse towards you (e.g. offensive, insulting or threatening remarks)	*	0	*	*	1	2	97	871
Pupils under the influence of illegal drugs/alcohol	0	0	0	0	0	*	100	874
Physical aggression towards other pupils (e.g. by pushing, squaring up)	2	1	1	5	9	11	71	876
Physical violence towards other pupils (e.g. punching, kicking, head-butting, use of a weapon)	1	1	1	2	6	10	79	876
Using mobile phones abusively	0	0	*	0	0	*	100	875
Physical aggression towards staff (e.g. pushing, squaring up)	*	0	*	0	*	1	99	869
Physical violence towards staff (e.g. punching, kicking, head-butting, use of a weapon)	*	*	*	0	*	1	99	872
Secondary teachers
LOW-LEVEL INDISCIPLINE
Running in the corridor	19	11	15	10	11	16	18	2,036
Unruliness while waiting (e.g. to enter classrooms, for lunch)	14	11	13	11	15	19	18	2,029
Showing lack of concern for others	13	8	13	9	13	19	25	2,023
Persistently infringing school rules	19	9	11	12	12	14	24	2,016
Cheeky or impertinent remarks or responses	13	9	9	11	14	19	25	2,025
Loitering in 'prohibited' areas	17	9	10	10	11	16	28	2,024
Leaving school premises without permission	5	3	5	4	6	14	63	1,970
General rowdiness, horseplay or mucking about	18	9	12	15	15	17	14	2,025
Use of mobile phones/texting against school policies	35	7	7	9	10	10	22	2,031
DISENGAGEMENT
Pupils deliberately excluding others	2	3	7	4	7	19	57	2,021
Pupils withdrawing from interaction with peers	2	3	7	5	10	23	50	2,007
Pupils truanting	4	3	4	8	12	20	49	1,994
SERIOUS INDISCIPLINE/VIOLENCE
Physical destructiveness (e.g. breaking objects, damaging furniture and fabric)	1	1	1	2	2	14	79	2,019
Racist abuse towards other pupils	*	*	*	1	*	3	95	2,032
Sexist abuse or harassment of other pupils	*	*	*	1	1	4	94	2,027
Homophobic abuse towards other pupils	1	*	*	1	1	5	92	2,011
General verbal abuse towards other pupils (e.g. offensive, insulting or threatening remarks)	5	2	3	8	11	22	49	2,032
Racist abuse towards you	*	0	0	*	*	0	100	2,033
Sexist abuse or harassment towards	*	0	0	*	*	1	99	2,023
Homophobic abuse towards you	*	0	0	*	*	*	99	2,011
General verbal abuse towards you (e.g. offensive, insulting or threatening remarks)	*	*	1	1	3	9	86	2,024
Pupils under the influence of illegal drugs/alcohol	*	*	*	*	1	3	97	2,020
Physical aggression towards other pupils (e.g. by pushing, squaring up)	2	1	2	2	7	18	68	2,023
Physical violence towards other pupils (e.g. punching, kicking, head-butting, use of a weapon)	*	1	1	1	2	10	85	2,027
Using mobile phones abusively	2	*	*	1	2	5	90	2,022
Physical aggression towards staff (e.g. pushing, squaring up)	0	*	*	*	*	1	98	2,017
Physical violence towards staff (e.g. punching, kicking, head-butting, use of a weapon)	0	0	0	*	*	*	100	2,025

Table 27. From the previous list, please indicate up to three types of behaviour that have had the greatest negative impact on the experience of your staff/on your teaching experience around the school during the last full teaching week.

	Primary heads	Secondary heads	Primary teachers	Secondary teachers
	%	%	%	%
Running in the corridor	16	8	37	18
Unruliness while waiting (e.g. to enter classrooms, for lunch)	16	7	42	29
Showing lack of concern for others	23	10	33	22
Persistently infringing school rules	20	28	20	31
Cheeky or impertinent remarks or responses	25	36	21	30
Loitering in 'prohibited' areas	3	12	6	18
Leaving school premises without permission	2	*	*	*
General rowdiness, horseplay or mucking about	25	35	37	38
Use of mobile phones/texting against school policies	1	39	*	37
Pupils deliberately excluding others	14	5	11	7
Pupils withdrawing from interaction with peers	11	2	10	4
Pupils truanting	*	10	1	9
Physical destructiveness (e.g. breaking objects, damaging furniture and fabric)	5	2	4	3
Racist abuse towards other pupils	1	1	1	*
Sexist abuse or harassment of other pupils	1	*	1	1
Homophobic abuse towards other pupils	*	*	*	1
General verbal abuse towards other pupils (e.g. offensive, insulting or threatening remarks)	30	21	11	9
Racist abuse towards you or your staff	N/A	N/A	0	*
Sexist abuse or harassment towards you or your staff	0	1	*	*
Homophobic abuse towards you or your staff	0	*	*	1
General verbal abuse towards you or your staff (e.g. offensive, insulting or threatening remarks)	10	15	1	2
Pupils under the influence of illegal drugs/alcohol	*	2	*	*
Physical aggression towards other pupils (e.g. by pushing, squaring up)	29	9	9	2
Physical violence towards other pupils (e.g. punching, kicking, head-butting, use of a weapon)	16	5	5	1
Using mobile phones abusively	*	9	0	1
Physical aggression towards staff (e.g. pushing, squaring up)	4	3	*	*
Physical violence towards staff (e.g. punching, kicking, head-butting, use of a weapon)	3	1	1	*
Base	262	237	709	1,811

Serious indiscipline and violence towards you

Table 28. In the last twelve months, how many times have you personally experiences each of the following types of serious indiscipline/violence against you in your role as a headteacher/teacher?

Primary heads	None	1-2	3-5	6-10	11+	Base
	%	%	%	%	%
Racist abuse towards staff	100	*	0	0	0	316
Sexist abuse or harassment towards staff	100	0	0	0	0	316
Homophobic abuse towards staff	99	0	0	1	0	316
Verbal abuse towards staff (e.g. threatening remarks)	78	11	5	3	2	316
Physical aggression towards staff (e.g. pushing, squaring up)	86	8	3	3	1	316
Physical violence towards staff (e.g. punching, kicking, head-butting, use of a weapon)	87	7	2	3	*	316
Secondary heads
Racist abuse towards staff	100	*	0	0	0	257
Sexist abuse or harassment towards staff	99	*	*	0	0	257
Homophobic abuse towards staff	100	0	0	*	0	257
Verbal abuse towards staff (e.g. threatening remarks)	68	23	6	2	1	257
Physical aggression towards staff (e.g. pushing, squaring up)	87	12	1	*	0	257
Physical violence towards staff (e.g. punching, kicking, head-butting, use of a weapon)	97	3	0	0	0	257
Primary teachers
Racist abuse towards staff	100	*	0	0	0	883
Sexist abuse or harassment towards staff	99	1	*	0	0	883
Homophobic abuse towards staff	100	0	*	0	0	883
Verbal abuse towards staff (e.g. threatening remarks)	88	5	3	2	2	883
Physical aggression towards staff (e.g. pushing, squaring up)	92	4	2	1	1	883
Physical violence towards staff (e.g. punching, kicking, head-butting, use of a weapon)	92	6	1	1	*	883
Secondary teachers
Racist abuse towards staff	99	1	*	*	*	2,055
Sexist abuse or harassment towards staff	97	3	*	*	*	2,055
Homophobic abuse towards staff	98	1	*	*	*	2,055
Verbal abuse towards staff (e.g. threatening remarks)	70	17	8	4	2	2,055
Physical aggression towards staff (e.g. pushing, squaring up)	87	11	1	1	*	2,055
Physical violence towards staff (e.g. punching, kicking, head-butting, use of a weapon)	98	2	*	*	*	2,055
Primary support
Racist abuse towards staff	99	1	0	*	0	604
Sexist abuse or harassment towards staff	99	*	0	*	*	604
Homophobic abuse towards staff	99	*	0	*	*	604
Verbal abuse towards staff (e.g. threatening remarks)	84	5	4	2	4	604
Physical aggression towards staff (e.g. pushing, squaring up)	87	6	3	1	2	604
Physical violence towards staff (e.g. punching, kicking, head-butting, use of a weapon)	89	7	2	1	2	604
Secondary support
Racist abuse towards staff	98	1	*	*	1	790
Sexist abuse or harassment towards staff	96	2	1	*	1	790
Homophobic abuse towards staff	99	*	0	*	1	790
Verbal abuse towards staff (e.g. threatening remarks)	81	8	5	3	3	790
Physical aggression towards staff (e.g. pushing, squaring up)	91	5	2	1	1	790
Physical violence towards staff (e.g. punching, kicking, head-butting, use of a weapon)	96	3	1	*	1	790

Thinking of the most recent incident:

Table 29. What type of incident was it?

	Primary heads	Secondary heads	Primary teachers	Secondary teachers	Primary support	Secondary support
	%	%	%	%	%	%
Racist abuse towards staff	0	0	0	1	0	1
Sexist abuse or harassment towards staff	0	0	2	4	0	6
Homophobic abuse towards staff	0	0	0	2	1	0
Verbal abuse towards staff (e.g. threatening remarks)	51	82	49	74	41	67
Physical aggression towards staff (e.g. pushing, squaring up)	19	12	20	15	26	14
Physical violence towards staff (e.g. punching, kicking, head-butting, use of a weapon)	29	7	29	4	32	12
Base	83	75	161	643	122	174

Table 30. Who was notified (either by yourself or anyone else)?

	Primary heads	Secondary heads	Primary teachers	Secondary teachers	Primary support	Secondary support
	%	%	%	%	%	%
The teacher	N/A	N/A	N/A	N/A	75	60
The headteacher	N/A	N/A	84	36	77	27
A senior colleague	N/A	N/A	32	80	18	59
The Local Authority	52	46	21	9	10	8
Health and Safety Executive	8	5	2	1	0	*
Deputy head	N/A	N/A	N/A	N/A	2	3
The police	8	26	2	4	3	3
Parents	86	89	53	34	34	23
Other (please write in)
- Line manager	0	0	0	0	0	3
- Principal teacher	0	0	0	0	0	2
- Behaviour support staff/team/manager	2	0	1	*	1	*
- Carer	1	2	0	0	0	0
- Educational psychologist/psychological services	5	1	2	*	0	0
- Incident involved parent and not child	2	1	0	0	0	0
- Social services/social worker	8	5	3	1	0	0
- Pastoral carer	0	0	0	1	0	0
- Other colleagues	0	0	0	0	2	*
- Pupil support worker	0	0	0	0	1	1
- Year head	0	0	0	0	0	1
- Guidance teacher	0	0	0	0	0	1
- Union representative	0	0	0	0	1	0
- Other	9	2	1	1	1	2
None	0	1	1	1	1	*
Base	88	88	167	709	134	200

Table 31. How was the incident followed up?

	Primary heads	Secondary heads	Primary teachers	Secondary teachers	Primary support	Secondary support
	%	%	%	%	%	%
Feedback on how incident/pupils have been dealt with	51	23	61	71	64	61
Restorative meeting/discussion with pupil(s) involved and yourself	63	50	47	27	31	23
Informal meeting/contact with colleagues	33	10	29	24	24	23
Formal meeting within school	51	69	22	15	11	5
Protected time to recover/speak immediately/debrief	15	2	7	2	5	5
Meeting offered with Local Authority personnel (e.g. Head of Service, QIO, educational psychologist)	16	17	6	2	2	*
Counselling support/confidential helpline	1	4	3	1	0	1
Not at all	4	6	13	13	17	23
Base	87	89	164	706	129	191

Table 32. How satisfied were you with the say the incident was handled?

	Very satisfied	Fairly satisfied	Neither satisfied nor dissatisfied	Fairly dissatisfied	Very dissatisfied	Base
	%	%	%	%	%
Primary heads	36	42	15	5	3	88
Secondary heads	66	22	8	4	1	87
Primary teachers	42	31	13	9	5	164
Secondary teachers	30	31	16	13	10	704
Primary support	35	24	19	14	9	130
Secondary support	23	33	22	10	13	197

Table 33. How frequently, if at all, do you receive complaints from the general public, local community or the media about the conduct of your pupils outside the school premises?

	Frequently	Sometimes	Rarely	Never	Base
	%	%	%	%
Primary heads	0	7	63	30	295
Secondary heads	5	45	48	2	247

Table 34. If you indicated that you 'frequently' or 'sometimes' receive complaints about the conduct about your pupils outside school premises, what has been the nature of these complaints?

	Primary heads	Secondary heads
	%	%
Cheeky or impertinent remarks to members of the public	64	49
Verbal abuse towards any individual (e.g. other pupils, teachers, member of the public)	46	22
Physical aggression towards any individual (e.g. other pupils, teachers, member of the public)	37	8
Physical destructiveness (e.g. breaking objects, damaging property)	41	18
General rowdiness, horseplay, mucking about	60	68
Anti-social behaviour (e.g. smoking, swearing, shouting)	52	63
Litter/dropping litter	0	50
Loitering/hanging around on the street/corners	0	3
Road safety issues	0	8
Stealing/shoplifting	0	1
Throwing snowballs	6	2
Other	5	3
Base	21	122

Table 35. Below is a list of statements relating to the overall level of support offered to staff in your school. Please indicate the extent to which you agree with each statement.

Primary heads	Strongly agree	Tend to agree	Neither agree nor disagree	Tend to disagree	Strongly disagree	Base
	%	%	%	%	%
My colleagues can talk openly about any behaviour-related challenges they experience	85	15	*	0	*	310
Senior staff will help colleagues who are experiencing behaviour management difficulties	89	11	*	0	0	311
My staff know that there is confidential support provided by the local authority	77	21	2	0	0	312
My staff know that there is confidential support within the school if they need it	33	41	21	4	2	310
I involve my staff in discussions about improving behaviour in the whole school at least once a year	62	28	8	1	0	312
My staff contribute ideas and provide support to other colleagues regarding pupil behaviour	70	28	2	0	0	313
Staff have participated in the development of the school's behaviour policy	70	23	7	*	0	309
Secondary heads
My colleagues can talk openly about any behaviour-related challenges they experience	72	27	1	0	0	257
Senior staff will help colleagues who are experiencing behaviour management difficulties	84	16	*	0	0	257
My staff know that there is confidential support provided by the local authority	55	42	3	*	0	256
My staff know that there is confidential support within the school if they need it	28	44	24	4	*	254
I involve my staff in discussions about improving behaviour in the whole school at least once a year	44	37	14	5	0	254
My staff contribute ideas and provide support to other colleagues regarding pupil behaviour	46	51	3	0	0	254
Staff have participated in the development of the school's behaviour policy	67	27	5	*	0	255
Primary teachers
I can talk openly about any behaviour-related challenges I experience	83	15	2	*	*	878
I am confident that senior staff will help me if I experience behaviour management difficulties	65	25	6	3	1	875
I know that there is confidential support and counselling for staff if I need it	48	28	17	5	2	877
My colleagues and I are regularly involved in discussions about improving behaviour in the whole school	44	37	11	7	1	873
I contribute ideas and provide support to other colleagues regarding pupil behaviour	52	41	6	1	*	873
Secondary teachers
I can talk openly about any behaviour-related challenges I experience	71	25	2	1	*	2,037
I am confident that senior staff will help me if I experience behaviour management difficulties	41	33	12	10	3	2,035
I know that there is confidential support and counselling for staff if I need it	33	27	22	12	6	2,034
My colleagues and I are regularly involved in discussions about improving behaviour in the whole school	30	35	16	14	5	2,039
I contribute ideas and provide support to other colleagues regarding pupil behaviour	40	46	10	3	1	2,036
Primary support
I can talk to other classroom assistants openly about any behaviour-related challenges I experience	78	17	3	1	1	589
I can talk to teachers openly about any behaviour-related challenges I experience	70	27	2	1	*	594
I am confident that senior managers in the school will help me if I experience behaviour management difficulties	58	28	9	3	2	594
I know that there is confidential support available for classroom assistants if I need it within my school	46	29	15	5	4	594
I know that there is confidential support and counselling available for classroom assistants if I need it within my authority	30	27	30	9	5	589
Classroom assistants are regularly involved in discussions about improving behaviour in the whole school	29	30	21	15	5	594
There is adequate training for classroom assistants on how to deal with behaviour difficulties	14	28	23	25	9	594
Secondary support
I can talk to other classroom assistants openly about any behaviour-related challenges I experience	80	16	2	1	*	779
I can talk to teachers openly about any behaviour-related challenges I experience	54	37	7	2	*	783
I am confident that senior managers in the school will help me if I experience behaviour management difficulties	38	36	15	9	2	783
I know that there is confidential support available for classroom assistants if I need it within my school	30	31	21	12	6	779
I know that there is confidential support and counselling available for classroom assistants if I need it within my authority	21	28	28	14	8	781
Classroom assistants are regularly involved in discussions about improving behaviour in the whole school	9	16	22	32	21	782
There is adequate training for classroom assistants on how to deal with behaviour difficulties	6	18	23	33	20	779

Table 36. Please estimate how much time you personally spent in the last teaching week on…

Primary heads	No time spent	Under an hour	An hour to 3 hours	More than 3 hours	Base
	%	%	%	%
Specific activities in your school to promote positive school ethos and behaviour (e.g. reward schemes, citizenship activities)	1	34	54	11	312
Dealing with indiscipline referrals from staff	24	45	22	8	310
Referring/liaising with Guidance/SMT/other staff about particular pupils	24	46	27	6	305
Working with other partners or members of the school community (e.g. home-school link staff, youth workers, social workers or voluntary agencies) in planning, developing or delivering activities in school	34	36	25	5	313
Giving or receiving informal support to/from colleagues in relation to indiscipline and positive behaviour	19	56	21	4	312
Planning or providing behaviour support to individual pupils	22	45	24	9	313
Talking to parents about behaviour (exclude parents' evening)	26	49	22	3	312
Dealing with the same pupils who present challenging behaviour	22	41	27	10	314
Secondary heads
Specific activities in your school to promote positive school ethos and behaviour (e.g. reward schemes, citizenship activities)	7	32	44	17	250
Dealing with indiscipline referrals from staff	14	46	27	13	253
Referring/liaising with Guidance/SMT/other staff about particular pupils	1	32	47	20	253
Working with other partners or members of the school community (e.g. home-school link staff, youth workers, social workers or voluntary agencies) in planning, developing or delivering activities in school	26	37	32	6	253
Giving or receiving informal support to/from colleagues in relation to indiscipline and positive behaviour	10	51	31	8	255
Planning or providing behaviour support to individual pupils	21	49	24	5	254
Talking to parents about behaviour (exclude parents' evening)	26	41	30	4	255
Dealing with the same pupils who present challenging behaviour	16	44	33	7	255
Primary teachers
Specific activities in your school to promote positive school ethos and behaviour (e.g. reward schemes, citizenship activities)	8	45	41	5	875
Dealing with indiscipline referrals from staff	62	27	9	2	869
Referring/liaising with Guidance/SMT/other staff about particular pupils	37	48	12	2	873
Working with other partners or members of the school community (e.g. home-school link staff, youth workers, social workers or voluntary agencies) in planning, developing or delivering activities in school	71	21	7	2	878
Giving or receiving informal support to/from colleagues in relation to indiscipline and positive behaviour	23	62	13	2	875
Planning or providing behaviour support to individual pupils	28	50	17	5	871
Talking to parents about behaviour (exclude parents' evening)	52	40	8	1	876
Dealing with the same pupils who present challenging behaviour	19	50	23	8	881
Secondary teachers
Specific activities in your school to promote positive school ethos and behaviour (e.g. reward schemes, citizenship activities)	31	41	21	7	2,012
Dealing with indiscipline referrals from staff	48	26	17	8	1,997
Referring/liaising with Guidance/SMT/other staff about particular pupils	9	54	27	10	2,004
Working with other partners or members of the school community (e.g. home-school link staff, youth workers, social workers or voluntary agencies) in planning, developing or delivering activities in school	70	15	10	5	2,029
Giving or receiving informal support to/from colleagues in relation to indiscipline and positive behaviour	12	56	26	6	2,039
Planning or providing behaviour support to individual pupils	28	45	20	6	2,016
Talking to parents about behaviour (exclude parents' evening)	74	15	8	2	2,028
Dealing with the same pupils who present challenging behaviour	9	49	32	10	2,033

Table 37. If you spent some time last week talking to parents, what was the focus of these discussions?

	Primary heads	Secondary heads	Primary teachers	Secondary teachers
	%	%	%	%
Mostly positive feedback on their child's behaviour	16	6	16	16
A balance of positive and negative feedback on their child's behaviour	63	56	63	49
Mostly negative feedback on their child's behaviour	17	31	14	26
Other (please write in)
- Asking for their support/to work together	3	1	*	*
- Attendance concerns	0	*	*	*
- Child's behaviour (neither positive nor negative)	1	0	*	1
- Child's exclusion/re-admission	1	1	*	0
- Child's health/wellbeing	*	1	1	1
- Curriculum for Excellence	0	3	0	*
- Developing policy/strategy/solutions regarding behaviour	2	1	1	0
- Homework	*	0	0	*
- Informing parents about past situations/events (not relating to child's behaviour)	*	0	1	*
- Learning/academic progress	1	1	2	4
- Parents' evening/interview	1	1	1	1
- Provision for pupils with additional support needs	1	1	1	*
- Referral to/meet with educational psychologist	1	0	*	*
- Review of child's plan	1	1	1	*
- Transition planning/meetings	1	0	*	1
- Exams	0	0	0	1
- Did not speak to parents	0	0	0	1
- Other	2	4	2	2
Base	236	196	461	613

Table 38. Below is a list of approaches that some schools and classroom teachers use to encourage positive behaviour and manage negative behaviour. Please indicate whether any of the approaches are currently used within your school.

Primary heads	Frequently	Sometimes	Rarely	Never	Don't know/not applicable	Base
	%	%	%	%	%
Promotion of positive behaviour through whole-school ethos and values	96	4	0	0	0	313
Curriculum programmes in social and emotional skills and wellbeing	77	21	*	*	1	312
Anti-bullying policy	60	31	7	1	1	304
Buddying/peer mentoring	57	34	6	2	*	307
Break time supervision	89	9	1	*	1	313
Circle time	66	30	3	1	1	313
Restorative practices	38	37	15	6	4	312
Solution-oriented approaches	34	40	15	6	6	305
The Motivated School	8	12	9	32	39	294
Learning stances (e.g. SELF)	1	6	6	35	51	288
Reward systems for pupils	90	9	1	1	0	313
Punishment exercises	6	15	37	37	5	298
Detention	12	25	26	33	4	303
Referral to SMT/HT	28	53	17	2	*	312
Time out	25	56	15	4	*	307
Targeted small group work, e.g. anger management	12	49	21	14	4	306
Pupil/behaviour support base in school/campus	5	11	6	49	28	305
Nurture groups/nurture principles	17	20	11	34	18	305
Local authority off-site provision (SEBD)	3	11	17	48	21	301
Home-school link officers/work with families	11	29	19	28	12	304
Classroom/learning assistants	62	27	6	4	1	310
Behaviour/pupil support team/co-ordinator	18	27	13	27	15	308
Staged assessment and intervention model (e.g. school and multi-agency joint assessment and planning teams)	32	35	17	14	3	310
Campus-based police officers or community-police partnerships	*	13	11	47	28	301
Transition partnerships and activities	32	47	10	8	4	309
Broad curriculum options: vocational opportunities; personal and social development programmes (ASDAN, XL, Duke of Edinburgh); HE/FE college placements	3	6	10	34	47	295
Training/CPD/in service	18	58	18	3	3	306
Pupils actively involved in developing ideas and activities in the school (e.g. pupil council)	77	21	1	1	0	308
Exclusion	1	14	52	31	1	309
Secondary heads
Promotion of positive behaviour through whole-school ethos and values	84	14	2	*	0	256
Curriculum programmes in social and emotional skills and wellbeing	61	35	4	0	1	255
Anti-bullying policy	62	34	4	0	*	256
Buddying/peer mentoring	55	39	5	*	1	257
Break time supervision	88	10	2	*	0	256
Circle time	8	13	27	35	18	241
Restorative practices	32	55	9	2	2	256
Solution-oriented approaches	34	50	11	2	2	252
The Motivated School	2	12	13	35	38	241
Learning stances (e.g. SELF)	1	6	9	31	53	241
Reward systems for pupils	54	34	8	2	3	251
Punishment exercises	25	43	16	14	2	253
Detention	31	52	16	2	0	257
Referral to SMT/HT	44	52	4	0	0	257
Time out	19	55	20	4	2	255
Targeted small group work, e.g. anger management	19	60	19	1	1	257
Pupil/behaviour support base in school/campus	36	34	10	12	8	253
Nurture groups/nurture principles	11	31	16	21	21	251
Local authority off-site provision (SEBD)	4	21	37	26	11	250
Home-school link officers/work with families	26	39	18	10	7	253
Classroom/learning assistants	58	36	4	1	*	257
Behaviour/pupil support team/co-ordinator	49	28	6	8	8	252
Staged assessment and intervention model (e.g. school and multi-agency joint assessment and planning teams)	59	33	8	0	*	256
Campus-based police officers or community-police partnerships	17	19	13	31	21	254
Transition partnerships and activities	37	50	10	1	3	256
Broad curriculum options: vocational opportunities; personal and social development programmes (ASDAN, XL, Duke of Edinburgh); HE/FE college placements	63	34	3	0	*	256
Training/CPD/in service	25	63	11	1	*	255
Pupils actively involved in developing ideas and activities in the school (e.g. pupil council)	40	57	3	0	0	256
Exclusion	10	58	30	2	0	257
Primary teachers
Promotion of positive behaviour through whole-school ethos and values	92	7	1	0	0	875
Curriculum programmes in social and emotional skills and wellbeing	76	20	2	*	1	873
Anti-bullying policy	75	19	3	1	2	872
Buddying/peer mentoring	63	27	5	2	2	875
Break time supervision	93	6	*	*	1	878
Circle time	69	27	3	*	1	878
Restorative practices	43	33	6	2	15	858
Solution-oriented approaches	32	31	8	2	27	851
The Motivated School	13	15	4	9	60	841
Learning stances (e.g. SELF)	4	9	5	9	73	819
Reward systems for pupils	92	8	*	*	*	874
Punishment exercises	10	26	26	27	11	861
Detention	13	27	17	32	12	854
Referral to SMT/HT	42	46	11	*	*	873
Time out	34	50	10	2	3	863
Targeted small group work, e.g. anger management	14	35	21	11	18	863
Pupil/behaviour support base in school/campus	15	14	10	26	35	858
Nurture groups/nurture principles	21	15	10	20	34	856
Local authority off-site provision (SEBD)	5	9	12	22	52	849
Home-school link officers/work with families	16	28	15	10	31	852
Classroom/learning assistants	67	26	4	1	2	869
Behaviour/pupil support team/co-ordinator	22	22	12	14	31	848
Staged assessment and intervention model (e.g. school and multi-agency joint assessment and planning teams)	30	31	10	5	24	871
Campus-based police officers or community-police partnerships	5	11	11	32	41	859
Transition partnerships and activities	37	34	5	5	20	862
Broad curriculum options: vocational opportunities; personal and social development programmes (ASDAN, XL, Duke of Edinburgh); HE/FE college placements	4	6	4	19	67	848
Training/CPD/in service	33	45	13	2	6	868
Pupils actively involved in developing ideas and activities in the school (e.g. pupil council)	81	17	1	*	1	874
Exclusion	3	15	51	19	11	864
Secondary teachers
Promotion of positive behaviour through whole-school ethos and values	66	28	4	1	1	2,033
Curriculum programmes in social and emotional skills and wellbeing	49	33	5	1	10	2,015
Anti-bullying policy	58	31	6	1	5	2,031
Buddying/peer mentoring	54	33	7	2	5	2,033
Break time supervision	67	21	6	2	3	2,035
Circle time	4	9	11	20	56	1,970
Restorative practices	26	37	11	4	22	2,013
Solution-oriented approaches	20	29	9	4	39	1,987
The Motivated School	8	10	6	10	67	1,959
Learning stances (e.g. SELF)	3	6	5	9	77	1,944
Reward systems for pupils	47	33	10	3	7	2,022
Punishment exercises	51	28	10	8	3	2,033
Detention	58	32	7	2	1	2,040
Referral to SMT/HT	65	31	4	*	*	2,045
Time out	35	39	11	5	10	2,023
Targeted small group work, e.g. anger management	23	43	12	3	19	2,025
Pupil/behaviour support base in school/campus	54	27	5	6	7	2,035
Nurture groups/nurture principles	14	16	8	9	53	1,991
Local authority off-site provision (SEBD)	11	18	15	8	49	1,977
Home-school link officers/work with families	27	31	10	4	28	2,010
Classroom/learning assistants	57	31	7	2	2	2,034
Behaviour/pupil support team/co-ordinator	48	28	7	5	13	2,016
Staged assessment and intervention model (e.g. school and multi-agency joint assessment and planning teams)	39	29	6	2	24	2,010
Campus-based police officers or community-police partnerships	21	19	10	22	28	2,013
Transition partnerships and activities	30	27	8	3	32	1,998
Broad curriculum options: vocational opportunities; personal and social development programmes (ASDAN, XL, Duke of Edinburgh); HE/FE college placements	55	33	5	1	6	2,026
Training/CPD/in service	34	40	19	4	4	2,033
Pupils actively involved in developing ideas and activities in the school (e.g. pupil council)	47	39	9	1	4	2,032
Exclusion	24	47	26	2	1	2,029

Table 39. From the previous list, please indicate up to three strategies/approaches that have been the most helpful in encouraging positive behaviour and managing negative behaviour in your school.

	Primary heads	Secondary heads	Primary teachers	Secondary teachers
	%	%	%	%
Promotion of positive behaviour through whole-school ethos and values	80	66	74	46
Curriculum programmes in social and emotional skills and wellbeing	26	8	21	7
Anti-bullying policy	4	4	8	7
Buddying/peer mentoring	18	5	14	9
Break time supervision	19	19	19	13
Circle time	14	1	14	*
Restorative practices	17	25	15	16
Solution-oriented approaches	7	10	4	4
The Motivated School	*	0	1	1
Learning stances (e.g. SELF)	1	0	1	*
Reward systems for pupils	43	23	55	24
Punishment exercises	*	2	1	8
Detention	2	3	4	17
Referral to SMT/HT	4	12	10	26
Time out	2	5	7	11
Targeted small group work, e.g. anger management	4	7	2	5
Pupil/behaviour support base in school/campus	1	12	1	14
Nurture groups/nurture principles	10	3	4	1
Local authority off-site provision (SEBD)	0	1	*	1
Home-school link officers/work with families	0	*	*	1
Classroom/learning assistants	13	8	16	18
Behaviour/pupil support team/co-ordinator	3	7	2	12
Staged assessment and intervention model (e.g. school and multi-agency joint assessment and planning teams)	7	20	3	6
Campus-based police officers or community-police partnerships	0	4	*	3
Transition partnerships and activities	1	4	1	2
Broad curriculum options: vocational opportunities; personal and social development programmes (ASDAN, XL, Duke of Edinburgh); HE/FE college placements	*	27	*	11
Training/CPD/in service	2	5	3	3
Pupils actively involved in developing ideas and activities in the school (e.g. pupil council)	16	6	10	3
Exclusion	1	3	*	9
Base	308	252	857	1,932

Table 40. Thinking back over the last twelve months, which members of the school community have been actively involved in discussing and developing strategies related to discipline and the promotion of positive behaviour in your school?

	Primary heads	Secondary heads
	%	%
Teachers	100	98
Parents	75	64
Pupils	94	88
Youth workers	2	31
Home-school link staff	23	47
Social workers	20	33
Educational psychologists	63	67
Learning assistants	80	58
School caretakers/janitors	32	20
School meal staff (cooks/serving staff)	24	13
Lunchtime/playground assistants	73	16
Campus police or community officers	8	32
All staff	1	*
Behaviour support staff	1	*
Clerical/admin staff	*	*
Outreach support teacher	1	0
Positive behaviour team member	0	1
Other	3	4
Base	313	253

Table 41. Health and Wellbeing as a responsibility of all staff is a key feature of Curriculum for Excellence. In your view, to what extent…

…has this become a feature of your school's culture?

	A great deal	A fair amount	A little	Not at all/Has been no change	Base
	%	%	%	%
Primary heads	72	24	4	1	313
Secondary heads	30	53	16	1	257
Primary teachers	60	33	5	2	873
Secondary teachers	22	43	28	7	2,030
Primary support	52	35	10	4	587
Secondary support	24	44	21	11	780

Table 42. Health and Wellbeing as a responsibility of all staff is a key feature of Curriculum for Excellence. In your view, to what extent…

…has this helped to develop positive relationships and behaviour at your school?

	A great deal	A fair amount	A little	Not at all/Has been no change	Base
	%	%	%	%
Primary heads	42	45	8	5	311
Secondary heads	15	48	32	6	256
Primary teachers	33	47	14	5	865
Secondary teachers	8	31	35	26	2,014
Primary support	23	48	17	12	588
Secondary support	6	38	31	26	777

Training and confidence

Table 43. Please indicate the extent to which you agree with the following statement: "I have had effective training in the behaviour-management approaches used in my school."

	1 - Strongly agree	2	3	4	5 - Strongly disagree	Base
	%	%	%	%	%
Primary teachers	26	37	26	8	4	873
Secondary teachers	17	28	29	16	10	2,033

Table 44. Thinking back of the last 3 years, approximately how many times have you been involved in…?

…whole-school planning in relation to discipline and positive behaviour.

	Never	Once or twice	More than twice	Base
	%	%	%
Primary teachers	14	45	41	875
Secondary teachers	29	42	29	2,032

Table 45.Thinking back of the last 3 years, approximately how many times have you been involved in…?

…any kind of staff development activity or training in relation to discipline and positive behaviour.

	Never	Once or twice	More than twice	Base
	%	%	%
Primary teachers	15	48	36	873
Secondary teachers	24	48	28	2,029

Table 46. Using a scale of 1-5, please rate how confident you are in your ability to…

…promote positive behaviour in your classroom.

	1 - Not confident at all	2	3	4	5 - Very confident	Base
	%	%	%	%	%
Primary teachers	*	1	4	37	57	880
Secondary teachers	1	2	8	39	51	2,038

Table 47. Using a scale of 1-5, please rate how confident you are in your ability to…

…respond to indiscipline in your classroom.

	1 - Not confident at all	2	3	4	5 - Very confident	Base
	%	%	%	%	%
Primary teachers	*	2	8	41	48	879
Secondary teachers	1	3	9	37	50	2,040

Overall assessment of school and disciplinary climate

Table 48. Overall, how much impact does serious indiscipline/pupil violence (as defined above) currently have on the performance of your school?

	1 - Very little impact	2	3	4	5 - A great deal of impact	Base
	%	%	%	%	%
Primary heads	62	21	8	7	3	307
Secondary heads	48	38	10	2	3	253
Primary teachers	48	25	14	9	5	809
Secondary teachers	33	26	20	13	8	1,835
Primary support	44	21	20	10	5	487
Secondary support	22	25	28	13	13	567

Table 49. Using a scale of 1 to 5, please describe…

Primary heads	1 - Poor	2	3	4	5 - Very good	Base
	%	%	%	%	%
…the overall ethos of your school	0	*	3	28	69	310
…the quality of leadership provided by senior staff in your school	0	1	3	44	52	308
…how all staff work together in your school (e.g. the level of collegiality)	0	1	3	33	63	313
how the education authority works in partnership with your school to promote positive behaviour	3	8	40	33	17	307
Secondary heads
the overall ethos of your school	0	1	4	37	59	256
the quality of leadership provided by senior staff in your school	0	*	7	40	52	257
how all staff work together in your school (e.g. the level of collegiality)	0	*	12	48	40	257
how the education authority works in partnership with your school to promote positive behaviour	4	11	42	31	11	256
Primary teachers
the overall ethos of your school	*	2	9	33	56	880
the quality of leadership provided by senior staff in your school	1	3	10	35	51	877
how all staff work together in your school (e.g. the level of congeniality)	*	2	10	34	54	877
how the education authority works in partnership with your school to promote positive behaviour	6	13	39	31	11	867
Secondary teachers
the overall ethos of your school	2	7	22	40	29	2,039
the quality of leadership provided by senior staff in your school	4	10	25	37	25	2,042
how all staff work together in your school (e.g. the level of congeniality)	2	10	29	41	18	2,037
how the education authority works in partnership with your school to promote positive behaviour	14	22	39	19	5	1,978
Primary support
the overall ethos of your school	1	4	16	37	42	593
the quality of leadership provided by senior staff in your school	3	5	15	36	41	594
how all staff work together in your school (e.g. the level of congeniality)	1	6	21	38	34	593
how the education authority works in partnership with your school to promote positive behaviour	4	10	33	36	17	567
Secondary support
the overall ethos of your school	3	7	32	35	23	781
the quality of leadership provided by senior staff in your school	5	12	25	35	23	785
how all staff work together in your school (e.g. the level of congeniality)	4	13	33	36	15	781
how the education authority works in partnership with your school to promote positive behaviour	7	18	42	25	7	735