Behaviour in Wales’ colleges has worsened, Estyn says

Universities face increasing problems with behavior, with male students in courses such as construction among the worst criminals, according to a report by education inspectors.

Estyn said that problems such as asbuntism, vapeo, feedback and the misuse of social networks were “generalized” and that students still fought with the effects of Covid pandemic on their social skills and resilience.

He added that financing was one of the greatest barriers to improve and requested a clearer national orientation about behavior.

The Wales government said he was working on behavior in schools and universities and that he had a round table in security.

While many students showed positive behavior, Estyn found that the patterns varied in different types of students and courses in higher education universities.

He said that male students “particularly those in vocational trade courses such as construction” were more likely to show negative behaviors.

“These include the use of inappropriate language towards the students, or driven by an effort to fit or affirm the domain in predominantly male environments,” the report said.

He said that the influences of the controversial figures of social networks “were particularly evident in the courses dominated by men, where the inappropriate students are found.”

Bad behavior was also more team in younger students and those enrolled in lower level courses.

Another factor that sometimes influenced the behavior was the design of university buildings, the inspectors reported.

The problems identified by the staff and the students included little punctuality and not interested, misuse of mobile phones registering and sharing the class duration of the content and vapeo or smoking in or near the university buildings.

The report said that “serious problems such as sexual harassment and misuse of substances are less frequent, are still a concern.”

The staff said that the most serious incidents generally involved a small number of students and that “they were often linked to individual circumstances, external factors or unresolved personal conflicts.”

The inspectors said that the “substantial” impact of the pandemic was still evident, since the staff reported that many 16 -year -olds showed maturity “similar to younger children.”

They said that students were less able to deal with academic and social challenges, although there were signs of recent improvements.

Estyn said there were several examples of a positive behavior of the promotion of universities, but short -term financing limited their ability to “embed consistent policies, retain experienced staff and build long -term support structures.”

The chief inspector of Education and Training Owen Evans said that many students showed “maturity, independence and respect for others.”

“But we must not overlook the growing complexity of the behavioral problems facing the conferences,” he said.

“The clearest orientation, specific strategies and long -term investment are crucial to help universities to create an inclusive, respectful and safe learning environment for all.”

The Welsh government said the behavior was a “key indicator” of the student’s participation and was working with the Medr education financing body to develop a consistent and effective approach.

He said: “Individual conferences of Higher Education (FE) have their own policies on assistance and behavior: the thesis of OFS includes policies on vapeo and acceptable use of social networks.

“We do not hesitate from our prioritization to improve assistance, both for students before and after 16.

The Welsh government also organizes a national behavior summit at the end of this month.

Medr, who finances education after 16, said: “We recognize the importance of supporting faith conferences to develop good practices and to support the development of a cohesive approach to behavior management.”

He said that evidence -based reports would report more decisions he makes.