Pupils’ Views and Experiences of Rewards and Sanctions

Abstract

This thesis explores the views and experiences of pupils regarding rewards and sanctions. Current UK Government guidance recommends rewards and sanctions as part of behaviour management systems. This appears to arise from the behaviourist paradigm. Behavioural approaches have been questioned, suggesting they may need further exploration. With a recent Government announcement propounding silent corridors and sanctions, this research appears particularly pertinent at a time when the Secretary of State for Education (February 2020) is considering approaches to what he terms “unruly pupils and disruption”. Chapter 1 is a systematic review of the literature pertaining to pupils’ views of the effectiveness of rewards and sanctions. Eight journal articles were synthesised: articles obtained pupils’ views through questionnaire-based research. The review conclusions indicate that pupils find parental involvement and positive feedback to be effective rewards and parental involvement and the use of authority figures to be effective sanctions. The different individual responses suggest that a standard, single approach may not be possible. Chapter 3 is an empirical research project, arising from the systematic literature review. Six pupils from two secondary schools in the Northeast of England were interviewed about their experiences of rewards and sanctions. Interpretative Phenomenological Analysis was used to analyse transcripts. The findings suggest three Master Themes: relationships between teachers, pupils and parents; the acknowledgement of differences and individuality; and the purpose, consistent and fair application of rewards and sanctions. These findings indicate it is not what we do but the way that we do it. Chapter 2 links Chapters 1 and 3, reviewing my personal experiences and philosophical stance, which underpin this work. It is hoped this thesis may contribute to our understanding of how rewards and sanctions are experienced by pupils and the factors pupils identify as contributing to these systems. This may have implications for how Educational Psychologists work with schools to support pupils and how schools implement policies to support pupil behaviour.