In response to increasing concerns over violence and disruptive behaviour in schools, new government policies are being introduced to restore order and improve safety in classrooms. These measures are part of a broader effort to support teachers in maintaining discipline, particularly in the wake of a growing number of reports from educators about feeling unsafe or unsupported when managing unruly pupils. The new rules include stronger guidance on exclusions, tighter rules around mobile phone use, and a greater emphasis on consistent behaviour management across schools.
At the heart of the new approach is the reassertion of teachers’ authority, with the government encouraging schools to adopt clear codes of conduct and implement stricter penalties for aggressive or violent behaviour. Teachers will receive more support to remove persistently disruptive students from the classroom, and there will be a renewed focus on instilling respect, responsibility, and discipline from an early age. Education officials argue that this “back-to-basics” approach is necessary to create a conducive learning environment for all pupils and to protect staff from abuse or assault.
The policy changes follow a wave of concern from teaching unions and parents about rising violence in schools, with many teachers reporting that disruptive behaviour has increased since the COVID-19 pandemic. In some cases, staff have been physically assaulted or verbally abused by pupils, while others have described a breakdown in school discipline and a lack of consequences for poor behaviour. Union leaders have cautiously welcomed aspects of the new policies but have warned that without proper resourcing, including access to specialist behaviour support teams and mental health services, schools may struggle to implement the rules effectively.
Critics of the reforms also caution that an overreliance on exclusions could disproportionately affect vulnerable pupils, including those with special educational needs or those from disadvantaged backgrounds. They argue that while classroom discipline must be upheld, it should be balanced with a more compassionate and inclusive approach that addresses the underlying causes of poor behaviour. Investment in early intervention, pastoral care, and teacher training is seen as critical to making the new rules sustainable and fair.
Ultimately, whether the new school rules succeed in reducing classroom violence will depend not only on strict enforcement but also on the availability of support systems that promote positive behaviour and help students who are struggling. A holistic, well-funded strategy will be key to restoring order while ensuring that every pupil receives the support they need to thrive.
