Worldwide, leaders have scrambled to respond to the COVID-19 virus, with some countries faring better than others. In Australia there are some promising signs that the country is turning a corner as a result of a consistent and coordinated approach. Australia’s steps towards flattening the curve contain some important messages for schools struggling to flatten the curve of rising rates of school suspensions and exclusions. Exclusionary discipline practices are associated with negative long-term outcomes and make college entry and course completion less likely for students. What can Australia’s efforts to contain COVID-19 teach us about how to move to a more positive, evidence-based approach to discipline in schools which will better prepare our young people for success at college and beyond?

The importance of prevention

The cornerstone of Australia’s success to date in combating COVID-19 has been prevention. Adherence to social distancing and frequent hand washing have helped slow the spread of the virus. Without these measures hospitals would quickly be overwhelmed with more cases than could be managed. Similarly, prevention is the key to a more effective and positive approach to student behavior. Schools can prevent the majority of disciplinary incidents by nurturing positive relationships, establishing clear expectations, explicitly teaching students how to behave and providing positive feedback when students meet expectations.

Continuum of support

Universal practices such as social distancing, frequent hand washing and covering coughs and sneezes have been effective in keeping the vast majority of the Australian population free from the virus. Additional measures for at-risk groups, such as the elderly and those with pre-existing medical conditions, have been put in place to keep these vulnerable groups safe. By implementing universal and additional measures we are now in a better position to provide the appropriate care to those patients needing hospitalisation and more intensive interventions. Likewise, schools should provide multi-tiered systems of support to ensure that all students receive the level of support they need. Providing all students with universal support means that resources can be freed up for delivery of intensive support to those students with the highest needs.

Evidence-based interventions

Doctors would not consider treating patients infected by COVID-19 with untested medications or procedures. While the stakes may not seem quite as high in our schools, use of non-evidenced based practices may still cause untold harm. Current disciplinary practices frequently employed in schools, such as reprimands, detentions and suspensions have serious negative effects and have been shown to be ineffective in changing student behavior. On the other hand, evidence is strong for a positive approach, with simple strategies such as positively greeting students shown to increase student engagement and reduce disruptive behaviors.

Final thought

The same strategies which have helped Australia to subdue COVID-19 can readily be translated to school systems. When schools take a proactive approach to discipline they provide students with the skills they need to succeed at college and beyond.

Author Biography:  Lorna Hepburn is a board member of the not-for-profit Association for Positive Behavior Support Australia (APBSA). She has extensive experience as a teacher, head of department, behavior consultant and policy adviser.  Twitter @schools_pbl