South Australian school kids given lessons in how to not tantrum to arrest surging bad behaviour

More than 4000 students across 57 primary schools have been taught ‘self-regulated learning skills’ to better tackle challenges under intensified efforts to crackdown on bad behaviour and lift results.

Glen Osmond Primary school students Livvvy (7), Ayra (9), Yuang (11) and Claire (11) are taking part of a landmark trial teaching kids regulation skills. Picture: Kelly Barnes

Thousands of South Australian primary schoolchildren have learned how to better control emotions and tackle challenges amid intensifying efforts to crackdown on bad behaviour and lift academic results.

In an Australian first, more than 4000 students in years 2, 4 and 6 were taught “self-regulated learning skills”, under a $2.3m research project involving 57 primary schools across SA.

Glen Osmond Primary school students Livvvy (7), Ayra (9), Yuang (11) and Claire (11) are taking part in a landmark trial teaching kids regulation skills like how to set goals, and how to not have an emotional reaction when struggling. Picture: Kelly Barnes

The state government quietly launched the landmark pilot – based on a successful European program – last term over concerns that “too many” struggling children entering school “lacked an ability” to control behaviours.

Education Department chiefs hope a successful program will be introduced to 345 SA primary schools, 14 superschools and 45 regional campuses while interstate officials are also watching the findings closely.

A smaller Eyre Peninsula study will focus on how small schools, and those with “cultural relevance” such as for Indigenous students, can adapt the program.

The project, jointly funded with the National Health and Medical Research Council, centres on equipping students with abilities to facedown challenges, setbacks or other class difficulties.

Glen Osmond Primary school student Adam (9) is also taking part. Picture: Kelly Barnes

Officials blame “post Covid-19 effects” that disrupted years of early education and fewer chances to socialise or interact with their peers such as at mother’s groups or playgroups.

Authorities say educators now face more complex student problems linked to emotions, self-control, distraction or a failure to face school difficulties because of poor skills.

This, they say, has fuelled rising levels of bad student behaviour, violence and other anti-social incidents that has triggered surging rates of exclusions or suspensions.

Teachers also reported reduced student academic performance and other classroom learning.

Senior government sources warn the pandemic influence is “still playing out in classrooms” and will for the foreseeable future.

Education Minister Blair Boyer (centre) at Kilkenny Primary School with his department chief executive Professor Martin Westwell. Authorities say teaching has become more complex. Picture: NCA NewsWire / Naomi Jellicoe

Education Minister, Blair Boyer, said international evidence showed the benefits of explicitly teaching student self-regulation at school.

“We’ve seen the trends over the past few years, particularly post Covid, where classrooms are more challenging for teachers,” he said.

“Many young children did not get the same social experiences which help to develop important regulation skills during Covid and we’re now seeing that play out in schools.

“If the trial is successful, I anticipate rolling it out in public schools across SA to make sure every child is ready to learn, persist when things get tough and get the education they deserve.”

Over seven weeks in Term 2, SA students were given specific classroom lessons that developed their cognitive brain skills focusing on attention and logical reasoning.

Students planned tasks such as how to get to school on time, fixing their own mistakes, seeking teacher feedback, how to keep concentration or focus and “hands on” goal setting activities.

Teachers also used interactive stories for students to learn how to overcome challenges when “too tricky” rather than giving up or becoming upset.

There are ‘high hopes’ for the study UniSA Professor Sally Brinkman said. Picture: Kelly Barnes

UniSA Professor Sally Brinkman, who will now monitor results against other non-trial students over next 12 to 18 months, said she had “high hopes” for the study.

The German study, involving 572 year 1 students with an average age of almost seven, found improved student behaviour and better academic results.

Researchers, studying 292 girls and 280 boys, showed just five lessons had a “large” positive effect on students’ academic skills, especially in reading.

Participants’ recorded literacy that were seven months ahead of their peers.

You could say a large effect on literacy, seeing them become 7 months ahead of their peers

Education Department chief executive, Martin Westwell, said the study also showed a “significant” improvement in students’ impulse control.

Glen Osmond Primary School principal Garry North, said his students’ learned skills provided a “clear structure to help them stay at more difficult tasks for longer”.