Contemporary family issues and the ripple effect on school : the role of mediation

Abstract

This study explored how educators working with adolescents in secondary schools perceived conflicts caused by students’ behavioural issues. It also explored how educators rated the current disciplinary practices and their effectiveness in dealing with such conflicts. The other purpose of this study was to explore the possibility of introducing mediation in schools and whether it would gain the approval of stakeholders as a more proactive method in resolving conflicts. The method used to collect data was the qualitative approach. Data was collected from semi‐structured interviews conducted online via Microsoft Teams. A purposive sample of nine participants included educators from two senior state schools and from the national school support services (NSSS). The nine interviews were analysed in depth allowing for themes to emerge through the use of thematic analysis (Braun & Clarke, 2006). Results showing conflicting ways in which educators perceive discipline and interpret the students’ manifest behaviour were summarised under a set of polarities. The main one being between those who hold a rule‐based institutional position versus those who hold a relational‐based position. These conflicting perspectives were quite influential in the readiness, or reluctance, to make the necessary shift towards more modern and prosocial methods of discipline which include mediation. This exercise served as an opportunity for participants to become aware that mediation has other potentials beyond the family law court. Results also showed that the current school climate needs more improvement, and these educators feel too con‐ strained by the ‘discipline and management’ model. This was yet another dilemma for educators as the system does not always allow them to be both effective and ethical. Being innovative, mediation can motivate educators to make that necessary mind‐shift. Interestingly, all participants agreed that mediation should be implemented in schools.