Italy Introduces Tough Measures to Discipline Misbehaving Students
Italy has recently implemented a controversial policy aimed at disciplining misbehaving students in schools. The new measure, known as the “grades for conduct” policy, allows schools to fail students based solely on their behavior, regardless of their academic performance. This move comes amidst growing concerns over aggression towards teachers and a rise in disruptive incidents in classrooms.
The Grades for Conduct Policy
The “grades for conduct” policy, reminiscent of a measure first introduced during Benito Mussolini’s fascist regime in 1924, was included in an education bill that was approved by parliament. Under this policy, middle school and high school students who score five or less out of 10 on their conduct will fail the year and may be required to repeat it, even if their academic achievements are satisfactory. High school students who score a six on conduct will have to take a civic education test, and behavior marks will also significantly impact the sitting of the maturità school-leaving exam.
Giuseppe Valditara, the education minister in Giorgia Meloni’s far-right government, defended the policy as a means to emphasize individual responsibility, respect for others, and the authority of teachers. Meloni has expressed support for the change, believing it will help restore respect in schools. Additionally, fines ranging from €500 to €10,000 have been introduced for acts of aggression or violence towards school staff, reflecting the government’s commitment to maintaining a safe and respectful learning environment.
Reactions and Criticisms
The implementation of the “grades for conduct” policy has sparked mixed reactions among various stakeholders in the education sector. The ANP, Italy’s association of headteachers, has welcomed the measure as a necessary step towards addressing the increasing incidents of aggression towards teachers. ANP president Antonello Giannelli stated that the policy would hold students accountable for their actions and promote a culture of discipline and responsibility in schools.
However, not everyone is in favor of the new disciplinary measures. Tommaso Martelli, the coordinator of a national student union, criticized the policy for promoting an authoritarian and punitive culture in schools. He argued that the threat of being failed for rule violations could be used as a repressive tool, ultimately hindering students’ growth and development. Some politicians, such as Anna Ascani from the Democratic party, have also expressed concerns about the policy, viewing it as a regression to a more oppressive era in education.
Historical Context and Evolution of the Policy
The “grades for conduct” policy has a contentious history in Italy, dating back to the Mussolini era. The original measure, in place until the mid-1970s, was eventually abolished in elementary and middle schools following student protests. Over the years, the policy underwent modifications before being completely removed from all schools in 2000. The recent reintroduction of a similar policy has reignited debates about the balance between discipline and student rights in the education system.
As the package of measures including the “grades for conduct” policy passed in parliament with a majority vote, it is evident that there is a divide in opinions regarding the best approach to discipline and behavior management in schools. Supporters believe that strict measures are necessary to maintain order and respect, while critics argue that a more holistic and understanding approach is needed to address underlying issues contributing to student misbehavior.
In conclusion, Italy’s implementation of the “grades for conduct” policy reflects a broader conversation about the role of discipline and authority in education. While the intention may be to instill a sense of responsibility and respect among students, the effectiveness and implications of such measures remain a topic of debate. As the policy continues to be enforced and evaluated, it is crucial for educators, policymakers, and students to engage in constructive dialogue to create a supportive and conducive learning environment for all.
