The role of punishment to manage behaviour in a special school classroom for students with ADHD: a case study

After an increase in punitive discipline in both justice and education systems in 1980s, zero tolerance approaches began to be disapproved and replaced by alternative person-centred practices. However, punitive policies are still applied, especially for students with ADHD who are argued to be associated with disciplinary challenges. This study, underpinned by a qualitative paradigm, aims to explore the role of punitive practices in a special school classroom with ADHD students. The ways punishment is used and its effectiveness are explored by using observations and staff members’ interviews. It pursues a wider perspective of these approaches by including staff’s opinions and feelings as well. After thorough analysis, findings indicate that detentions and isolation are the main forms of punishments implemented in special classes with ADHD students, despite the evidence for the long-term ineffectiveness. Staff’s views reveal remarkable results regarding their choices and their students’ feelings. Implications for future practice and research are discussed regarding staff’s and policy makers’ selection of behaviour management styles. The benefits of alternative approaches are also discussed. This study puts in orbit the debate between person-centred and punitive approaches and concludes the need for a reconsideration of the approaches implemented for young ADHD people and a more respectful and valued school environment