**Widespread Behavioural Issues Emerging in Welsh Colleges, Watchdog Warns**
Colleges across Wales are facing an increasing range of behavioural challenges among their students, according to a new report by education inspectorate Estyn. The findings, published on 1 May, highlight absenteeism, lateness, social media misuse, and vaping as serious and widespread issues within the nation’s further education colleges.
Estyn’s detailed investigation offers fresh insight into the realities of college life for both learners aged 14 to 16 and those on post-16 courses, echoing national concern about escalating poor behaviour and violence across educational settings. While the most prevalent problems are attendance and conduct related, the report also identifies rarer but significant concerns such as sexual harassment, substance misuse—particularly cannabis—physical altercations, theft, and increasing signs of misogynistic attitudes, often influenced by prominent social media figures.
According to the report, behaviour among students is not uniform but varies substantially across different learner groups and courses. Inspectors noted that male students in vocational settings, such as construction, were more prone to using inappropriate language towards female peers, motivated at times by peer dynamics and the desire to assert dominance in mostly male environments. Moreover, those identified as neurodivergent or from marginalised backgrounds are reportedly at heightened risk of bullying and harassment.
Estyn’s chief inspector, Owen Evans, stressed the urgent need for improved guidance and targeted support, especially when it comes to the misuse of social media and the rampant practice of vaping both in and around college premises. The report recommends that colleges enhance the support provided to their most vulnerable learners and that national bodies develop clearer, more consistent behavioural strategies.
The aftermath of the COVID-19 pandemic continues to cast a shadow over student behaviour and staff well-being, the watchdog observed. Many younger learners—particularly those on introductory-level courses—are struggling with social skills, emotional regulation, and resilience. This situation, in turn, places considerable pressure on teaching and support staff, with many reporting increased levels of stress and a need for further training and support to manage disruptions effectively.
Despite the challenges, colleges across Wales are implementing a variety of approaches to address behavioural issues. Bridgend College, for instance, has hosted support fairs in partnership with local agencies, while Pembrokeshire College employs a dedicated youth worker to provide students with additional pastoral care. St David’s College stands out for its staff-led initiatives like positive greetings and a restorative approach to discipline, seeking to model exemplary behaviour and recognise students’ positive contributions.
Cardiff and Vale College has introduced a structured three-stage system to address disciplinary problems, focusing on early intervention, transparent consequences, and consistent enforcement, with measures such as suspension and exclusion available for the most serious cases. However, Estyn has highlighted a key challenge: the lack of consistency in behaviour management across institutions, in part due to the reliance on short-term funding streams which limit colleges’ capacity for long-term planning and retention of experienced staff.
The report makes a series of recommendations, including urging the funding body Medr and the Welsh Government to consider more sustainable financing for behaviour management systems, as well as staff recruitment and retention. This comes as the Welsh Government convenes a National Behaviour Summit this month following a series of disturbing incidents in schools, including violent attacks and escalating staff walkouts over safety fears.
Welsh Government officials affirmed their commitment to improving learner behaviour, as a key measure of student engagement, and confirmed ongoing work with further education providers to develop more effective and consistent approaches.
As colleges continue to adapt to these evolving challenges, there is growing recognition that the solutions will require not only robust policy frameworks and resources, but also a concerted effort to foster respect, inclusion and support for every learner within further education. The sector stands at a critical juncture, and Estyn’s report underscores the urgency of embedding long-term, positive change for the benefit of staff and students alike.