How To Be Good: Behaviour Management Policies in 36 Secondary Schools

Damien Shortt, Tim Cain, Helena Knapton, Jill McKenzie

Research output: Contribution to journalArticle (journal)peer-review

3 Citations (Scopus)
98 Downloads (Pure)


Through the analysis of a representative sample of schools’ behaviour management policies, we argue that there is a philosophical and tangible tension between the competing views on what ought to be the motivation and rationale for schools to promote good behaviour in England. Our research suggests that typical secondary schools usually opt to establish academic achievement as the moral principle upon which they seek to build a rationale for desired attitudes and behaviours in their pupils. We conclude with a recommendation for the adoption by schools of a more virtue-oriented approach to their behaviour management policies.
Original languageEnglish
Pages (from-to)155-180
Number of pages26
JournalJournal for Critical Education Policy Studies
Issue number1
Early online date27 Mar 2017
Publication statusPublished - 31 Mar 2017


  • Academic achievement
  • Moral education
  • Behaviour problems
  • Educational policy


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