**Concerns Grow Over Rising Misbehaviour and Disruption in Wales’ Secondary Schools**
Wales’ secondary schools are facing escalating challenges, according to a new report by the inspectorate Estyn, which paints a troubling picture of exclusion, defiance, vandalism, vaping, and classroom disruption across the nation. The comprehensive document, released this Thursday, follows on from recently spotlighted concerns in the college sector, and makes clear that both staff and pupils are witnessing a marked deterioration in behaviour.
Estyn’s findings reflect a familiar but worrying trend highlighted by educators on the front line. The inspectorate attributes several factors to this rise in negative behaviour, notably the lingering impact of the pandemic, growing financial pressures on families, and crucially, the lack of sufficient specialist provision for increasing numbers of students with additional and emotional needs. Analysts suggest that without robust intervention, these issues threaten the wellbeing of not just the pupils but the staff tasked with teaching and safeguarding them.
The report does not shy away from calling out gaps in guidance; it points to the absence of clear national direction on behaviour management and exclusions from the Welsh Government. This vacuum, it warns, must be addressed if meaningful improvements are to be made. The urgency is underscored by recent incidents that have made national headlines, including instances of violence, school staff strikes, and even criminal convictions involving attacks on teachers and other pupils.
The scope of Estyn’s review is extensive. At the request of Education Minister Lynne Neagle, inspectors visited 24 secondary and all-age schools, interviewed staff and local authority officers from 10 different areas, and examined results from national surveys targeting headteachers, teachers, and learners. The consensus from those consulted is unanimous: national-level action is long overdue, and funding is inadequate to meet the needs of a changing and more demanding pupil cohort.
Findings reveal that schools are grappling with a broad array of disruptive behaviours, from mobile phone misuse and vaping on school grounds—particularly in toilets—to increased levels of truancy and classroom anxiety. Staff surveyed spoke of frequent verbal abuse, open defiance, and, increasingly, threats made towards adults by both pupils and, in some cases, parents. The prominence of social media and external community issues have added layers of complexity to the school environment, with anti-social behaviour outside school spilling over into the classroom.
A particular concern noted in the report relates to the growing number of students referred for additional learning needs (ALN), including those exhibiting neurodivergent traits. Teachers and leaders alike say they lack the targeted support required for vulnerable students, including those with ADHD or significant emotional difficulties. As a result, these young people are more likely to act out, disengage from lessons, or struggle with the traditional school routine.
It is not all doom and gloom, however. The report also details examples of good practice, finding that schools with clear, consistently-applied behaviour policies, strong staff training, and an emphasis on pupil wellbeing foster more positive learning environments. Engaging with parents and building strong links with the local community were also pinpointed as essential ingredients for success.
Chief Inspector Owen Evans made it clear that fostering positive behaviour does not occur by chance. “Challenging conduct is not unusual, but good behaviour is the product of dedicated leadership, compassionate staff, and a united school community,” he commented. Evans and his colleagues argue that schools prioritising wellbeing and robust relationships, both within the school and externally, are most likely to create safe and supportive spaces for learners.
Among its recommendations, Estyn has called on the Welsh Government to update national guidance on managing poor behaviour and exclusions—a move welcomed by many in education. The report also urges a nationwide campaign to promote positive behaviour, aiming to rally both teachers and students around the cause.
Responding to the report, a Welsh Government spokesperson reaffirmed their commitment to addressing behavioural decline, underscoring the importance of making sure that schools remain supportive, secure places for both learners and staff. Officials plan to discuss Estyn’s recommendations at an upcoming national school behaviour summit, and say they will reflect on the input from all sides as they consider new policy directions.
The challenges facing Wales’ schools are both acute and complex, but the Estyn report makes clear that carefully coordinated action and strong community partnerships can go a long way in restoring calm and confidence to classrooms throughout the country.