Sex, violence, drug abuse worry school principals

Press, 1 September 1977, Page 6

Sex, violence, drug abuse worry school principals

PA Wellington Sexual promiscuity, violence, drinking, and drugtaking are causing problems in intermediate schools, according to the report of the 1976 survey of intermediate schools, released by the Department of Education yesterday. The report was written by three intermediate school principals, Mr J. D. Milburn, of Wellington, and Messrs J.

Magee and K. McKay, of Auckland.

The report as a whole gives a reasonably positive picture of New Zealand’s intermediate schools, but the chapter on guidance lists a number of serious problems of misbehaviour by pupils. The problems were most marked in newly developed areas close to the larger cities, and involved a disproportionately high number of Maori and Polynesian pupils.

“During this survey principals quoted instances of disobedience, verbal abuse, physical aggression, and intimidation on the one hand and on the other, withdrawal, school phobia, absconding from the home or school, truancy, theft, and poor achievement at school as the more common forms of inappropriate behaviour,” the report said. The principals also mentioned sexual promiscuity, smoking, use of drugs, consumption of liquor, vandalism, obscene language, emotional instability, negative attitudes, and work refusal as evidence of pupil restlessness.

The report said many young teachers had difficulties coping with these problems and recommended better training in dealing with the social and academic needs of this age group.

“In an extreme case, disciplinary problems and gang violence were such in a school with the majority of teachers in their first three years of service that. playground duty was undertaken by pairs of teachers.”

Social problems were commonly linked with aca-. demic difficulties, the report said. Intermediate schools were beginning to develop coun-: selling systems for helping' problem students, but 68 per cent of the schools were! seriously concerned that the I workload on key staff was already heavy. The report recommended increased staffing in the de-j partment’s Phychological Service. It said that 58 per cent of' the problem pupils were! boys and that the number; of Maori and Polynesian; pupils who caused concern! was greater than the number, of European pupils, in spite of their lower percentage in; the general population. There was a significant link [ between difficult home circumstances and poor atti-| tudes toward school, and a significant number of the 1 children for whom there was! concern had medical defects. [ Very often those who I played truant from inter-1 mediate school had a well-; established pattern of truancy ’ before they left primary | school. The worst cases had missed' more than two years of their j schooling bv the end of Standard IV. Some schools commented on the inadequacy of the Children and Young; I Offenders Act and the ineffectiveness of the children’s [ boards.

The root causes of misbe-[ haviour undoubtedly lay inj the home and community, but; there were intra-school fac-’

tors which affected schools’ .success in coping. .! “Above all else, the key [to success lies in improving the self concepts of all children. “This should be inherent [ in all school programmes for [all pupils and yet there are I well-established assessment practices in many schools which cause children to develop negative self concepts. [ “These should be identified I and amended. Educational experiences should be suited ’ to children’s levels of ability. ■I “In fact if any one aspect [can be singled out as a feaijture of the guidance-oriented II school it is that every oppor'[tunity is taken to maximise “success and to minimise i[failure in every aspect of its [corporate life. [ “In such schools, teachers [and pupils are mutually supI portive, programmes meet [[varying needs, are interesting ‘ and sustaining, cultural dif(ferences are accepted and appreciated. and administrative 'and evaluation procedures [minimise unhealthy competition.” Most principals agreed that 1 intermediate schools, and I their pupils, had changed in [the past decade. The pupils were now more .mature and had a wider general knowledge and range J of interests. [ The changes in schools most commonly mentioned | were broadening of studies. ' increased attention to sport

and other forms of recreation, broadening of cultural programmes, and changes in manual training.