A school behaviour policy that bears witness to Gospel values

Abstract

This study examines the alignment of behaviour policies in three Catholic primary schools with Gospel values, highlighting its importance for moral and academic development in faith-based education. Using qualitative methods—interviews with school leaders, focus groups with parents, and policy analysis—the research reveals a shared commitment to principles like compassion and respect, yet notes significant differences in their implementation. School A focuses on fairness and equity, School B emphasises relational and character-building approaches, and School C employs a structured, rule-based framework. Despite these distinctions, the study reveals that parental involvement and student input are frequently underutilized, highlighting missed opportunities to enhance democratic engagement. Additionally, external factors such as family dynamics and technology emerge as critical influences that warrant more comprehensive consideration. The findings underscore the continued need for behaviour policies that truly integrate Gospel values through restorative practices, while addressing gaps in policy implementation and stakeholder communication. The dissertation recommends standardized behaviour frameworks and enhanced engagement strategies to improve inclusivity and effectiveness. This research contributes to behaviour management by merging ethical principles with practical strategies relevant to faith-based and secular educational contexts