A total of 3,083 incidents was recorded by local authorities for 1999-2000, an increase of 1,185 on the previous year. However, the Scottish Executive insisted that comparisons were not valid as local authorities have only been required to record violent incidents in schools since 1997 and are still developing their reporting procedures.
In 90 per cent of cases recorded across all pre-school centres, primary schools, secondary schools and special schools, the perpetrator was a current pupil of the school, and where information was available, 59 per cent of these incidents involved pupils with special educational needs. In seven per cent of all cases the perpetrator was a parent.
The incidents ranged from attacks on personal property to verbal abuse and physical violence, which accounted for 61 per cent of the incidents.
In the first year of recording such incidents in the pre-school sector, there were 35 attacks, 19 on non-teaching staff.
Jack McConnell, minister for education, Europe and external affairs, responded to the figures by emphasising his commitment to tackling indiscipline and disruptive behaviour. He said the new Discipline Task Group, which met for the first time last week, would look at measures to 'improve behaviour and foster positive attitudes towards education in all our children'.
Mr McConnell said, 'The figures published today have reinforced both my concerns about the problems teachers are facing every day in the classroom because of disruptive behaviour, and my determination to do something about it.'
But Moira Small, chair of the Edinburgh and Lothian branch of Early Education and a nursery teacher, suggested that rather than a lack of discipline, the roots of violence in schools lay in deprivation and the frustration felt by families under pressure. She said that poor quality or inappropriate housing could add significantly to the strain on a family with young children.
'Looking at the causes of violence may be the best way to help, rather than discipline,' said Ms Small.
Staff needed access to high-quality training on working with children with special educational needs or social or emotional difficulties, as well as the best possible equipment, she added. They should also be trained to work with parents. 'People who are working in these settings need to have good training and resources. Otherwise they can't do the job.'
