The recent surge in youth crime—up 18% according to the Crime Statistics Agency (CSA)—has sparked urgent questions about the role of our education system in shaping student behaviour. While many factors contribute to this troubling trend, one that deserves closer scrutiny is the practice of “off-the-books” school suspensions. A Flawed Disciplinary Approach
As reported by The Age in the article “Off-the-books school suspensions fuelling Melbourne’s youth crime crisis”, some schools are informally suspending students, sending them home without officially recording the action. This practice not only lacks transparency but also fails to address the root causes of behavioural issues.
By removing students from the classroom without formal accountability or support, educators may unintentionally reinforce negative behaviour. Rather than engaging with the student to resolve underlying issues, this approach can feel like a reward—extra time off—for misconduct, which spawns more misbehaviour, not less..
Anecdotal Concerns and Broader Implications
There have been reports of students being suspended for controversial or misunderstood behaviour, such as expressing personal beliefs or reacting to peers in unconventional ways. While these anecdotes may not represent the norm, they underscore the importance of having consistent, fair, and well-communicated disciplinary policies.
The broader concern is that informal suspensions can lead to increased disengagement from school, leaving students unsupervised and vulnerable to negative influences, including crime and substance abuse.
The Super School Dilemma
Another structural issue exacerbating the problem is the rise of “Super Schools”—large campuses that house thousands of students. While these institutions may offer economies of scale, they also present significant challenges in maintaining discipline and fostering a sense of a school community. The social impact of these schools must be revisited to measure the impact since their inception as they may be one of the main contributors to juvenile crime.
In such environments, students can feel anonymous and disconnected. Educators, overwhelmed by the sheer volume of students, may resort to quick fixes, such as informal suspensions, rather than investing time in restorative practices.
A Model for Success
Not all schools are struggling. Rosebud High, a relatively small institution, has reportedly tackled these issues head-on with impressive results. Their success suggests that smaller school communities may be better equipped to build strong relationships, enforce consistent discipline, and support student well-being.
A Call for Reform
To address these challenges, several steps should be considered:
- Transparency and Accountability: All disciplinary actions should be formally recorded and reviewed to ensure fairness and effectiveness.
- Professional Development: Educators need ongoing training in behaviour management, conflict resolution, and trauma-informed practices.
- School Size and Structure: Policymakers should reconsider the Super School model and explore the benefits of smaller, community-focused schools.
- 4. Police in Schools Program (PSIP): Reintroducing this initiative would provide valuable support. Police officers working alongside educators can help deliver life skills programs, mediate conflicts, and prevent crime before it starts. This is not the current School Engagement Model, masquerading as a Police In Schools Program, which is missing many of its important elements. and has no record of effectiveness.
Over 6,000 crimes occurred in schools in 2024 alone. This figure does not include incidents involving students outside school grounds. The need for proactive intervention is urgent.
Conclusion
The current disciplinary practices in some schools are not only ineffective but potentially harmful. By prioritising transparency, investing in educator training, rethinking school structures, and reintroducing proven programs like PSIP, we can begin to reverse the trend of youth disengagement and crime.
If the education bureaucracy cannot, or does not lead this change. In that case, it will fall to the Police to step in and exercise leadership to support our schools in creating safer, more supportive learning environments.
Also acting as a Crime Prevention initiative, results will be very impressive in a relatively short period, which was the experience of the Police, who worked on the early version of the Police in School Program.
Today will be no different.
In the 1960’s when i was in primary school, we were told to address all teachers and staff as Mr, Mrs, Father, Sister etc. When i went to secondary school the same standards of respect applied. Cross the line at school and we were rewarded with a visit to the rector’s office suspension, expulsion. or the disciple manager’s office where you were greeted with the cane which was usually an old CB aerial. To date, not one student ended up in jail and some went on to high office with Vicpol and the majority ended up in the business world. Today, students are encouraged to address all teachers by their first name which shows disrespect. Schools are meant to prepare students for the world but that’s not their aim today. A few years ago, the government decided to split year 12 studies over 2 years claiming it was too stressful for the student. News flash , life is stressful but unlike school you cant reduce responsibilities to reduce stress loads. Is it any wonder kids today have no direction when they have been raised that way. The schools need to remember to teach respect and prepare students for the real world but under labor, this will never happen, hence youth crime rises and there are no winners