“He Never Acts This Way At School!”
By Ron Huxley

“The energy which makes a child hard to manage is the energy which afterward makes him a manager of life.” – Henry Ward Beecher"

by Ron Huxley, LMFT

Have you ever heard a parent say this or perhaps said it yourself? Why do some children misbehave at home and not other settings, like school? While the opposite situation might be true, where the child misbehaves at school and not home, let’s look at this common parenting frustration.

Teaching is a good definition of balanced discipline. In fact, the word discipline comes from the root word “disciplinare”, which means to teach or instruct. Most parents understand discipline as reducing inappropriate behaviors (punishment) instead of helping children achieve competence, self-control, self-direction, and social skills. Of course, all parents want this. But reinforcing appropriate behaviors seems like a luxury or fantasy when parents are having problems with their children. One reason for this may be the act of juggling work and family that so many contemporary parents find themselves performing. In this situation, only the most annoying or irritating behaviors are sure to get a parents attention. Children quickly learn that good behavior or even quiet, self-directed behavior rarely gets the attention of overloaded parents. Good behavior is one less thing a parent has to deal with while bad behavior guarantee parents attention. This is what educators and therapists call “negative attention” – a powerful reinforcer of children’s misbehavior.

So when parents say their child doesn’t misbehave in school, perhaps we should investigate the school/teaching model a little closer to see what frustrated parents can use when disciplining their children. Of course, as any teacher will admit, perfect behavior from children never occurs at school or anywhere else. But, let’s compare school behaviors to home discipline and ask a few questions.

Schools are learning environments. Discipline requires a learning environment characterized by positive, nurturing parent-child relationships. Is your home a learning environment or an entertainment center? Are their books, activities and private spaces for children?

Teachers use a curriculum. Discipline occurs when a plan or structure is in place for children. Do you know what you want to teach your children? What values or ideas do you want your children to believe? Is there a set time or routine for learning these things? Are you available to the child for help and instruction? Do you have materials available to educate you about topics you want to teach your children? Are there regular discussions about daily responsibilities, spiritual ideas, personal dreams, and problem areas? Grades are used to evaluate a child’s progress in school. Discipline can be both an instruction and a measurement of children’s behavior. What grade would you give your child in hygiene, social ability, responsibility, etc.? What rewards (physical or verbal) are given for “A” grades? Are parent-child conferences held to discuss strengths and weaknesses and make a plan for improvement? Do children get regular feedback from parents on how they are doing at home?

Teachers are in charge of the classroom and model appropriate behavior. Discipline is most effective when parents remember that they are the leaders of the home and “practice what they preach.” Are you firm and consistent in your discipline with your children? Do you model appropriate behavior for your children? Do you give the things, to your children, that you ask for, from your children, such as respect? Do you say what you mean rather than threaten or bribe children? Do you have a list of rules posted where children can see them? Do you allow children to “raise their hands” and ask questions? Do you listen attentively to those questions and give an appropriate answer?

Children, in schools, are given opportunities to explore and understand the world and themselves. Discipline is about internal control and not just external control. Do you give your child choices that require him or her to think about consequence? Are children recognized for behaving in an appropriate manner? Are there any “field trips” that children go on to inspire, instruct, or experience appropriate behavior? Are children give opportunities to act in a responsible and trustworthy manner? Are children encouraged to help their siblings and work as teams? Are there any parties for celebrating hard work?

Classrooms have rules that children must follow. Are their assigned seats at the dinner table or car? Are there any rules about waiting, talking, and seeking help? Do children get to “line up first” or “pass out the snacks” for exemplary behaviors? Are consequences given for inappropriate behaviors? Do children get warnings about misbehavior? Do children get to go to recess when they misbehave? Are the rules discussed with the children, posted where everyone can see them, and frequently reviewed?

Schools have recesses, school holidays, and summer breaks. Discipline is about doing nothing as much as it is about doing something. Do you allow your child to make mistakes and decide difficult (but not dangerous) situations on their own? Are there healthy balances between fun and chores, rest and responsibilities, work-time and playtime? Do you allow your child to simply be a child? Are developmental expectations appropriate to the age and abilities of your child? Do you allow yourself to be off-duty by having other adults to watch over your children? Are plans made, in family meetings, for fun as a family? Is quality time a regular part of your time with your children?

While this may not cover all aspects of school routines or discipline practices, it does ask some very reflective questions. It is possible we missed the most basic reason for children’s different behaviors, namely, novel situations and conditional love. Novel situations refer to a phenomenon that affects a child’s behavior, for good, when in a new environment. A new environment is unpredictable and may require a child to be on his or her best behavior until the child learns what the rules and consequences are or what they can get away with. Home is often predictable. The child already knows what they can or cannot get away with.

Conditional love refers to the communication of worth a child will get from another individual based on their behavior. A teacher may only consider certain behaviors to be worthy of his or her love and care. At the root, this is a good strategy. It advocates reinforcing only positive behaviors and ignoring negative behavior. But the fruit of it can have devastating consequences for children’s self esteem. A child’s sense of self should never be based on conditions. A child is worthy of love, dignity, and worth regardless of what they do. Reinforcement and even approval can be placed on a child’s behavior to communicate what is appropriate or inappropriate. A child may not feel this conditional love at home, knowing that mom will always love him or her and so manipulate this to their advantage.

Take a few moments to review these questions. If you are one of those parents who have said, “My child never behaves this way at school?” maybe now, you can finally find out why, and be able to say your child behaves appropriately at home as well as school.