How to teach bad boys a lesson: Student experiences of behaviour support in mainstream schools and secondary alternate education programs
Bibliographic record
Abstract
This qualitative study examines the experiences of Canadian secondary school students who are enrolled in Behaviour Support-focused alternate school programs. Through semi structured interviews, I investigate students’ understandings of their experiences as alternate school students and students who transitioned from mainstream to alternate schools. Three themes emerged in the data including ordinary violence in lives of the students, consistently disrupted education, tenuous feelings of belonging at school, and desire for connection. My findings suggest that traditional approaches of behaviour support do not address systemic inequalities and individualize ‘problem’ students to the point of harm. The findings suggest that behaviour-support programs have the potential to improve students’ education by abandoning exclusionary disciplinary practices and working to integrate equity-focused approaches such as Restorative Justice in Education, Culturally Sustaining Pedagogy, and Anti-racist education. Finally, implications for schools, pedagogical approaches, and behaviour support policies are discussed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".