Continuing in the same vein, Don MacMillan looks at how therapeutic schools, traditional schools, and Hyde view discipline and support as well as how they respond to student’s violation of rules.
Discipline & Support
Therapeutic Boarding School- the assumption is that students will struggle academically, personally, & socially. Staff (therapeutic and residential) are specifically available to support and guide during these times. Students require this support and guidance from external sources in order to succeed. Students who violate the rules are in need of more support, guidance or structure.
Traditional Boarding School- the assumption is that students are primarily self-disciplined. Support is available for academic, social and personal struggles if requested by the student or family. Teaching faculty provide much of this support as part of their teaching responsibilities. There might also be a learning/tutoring center or a school counselor. Students who violate rules need more self-discipline, and are seen as capable of modifying their behavior in response to appropriate consequences.
Hyde School- the assumption is that students are responsible for their decisions, and that some of those decisions will reveal a lack of discipline. Hyde is prepared to address the undisciplined decisions in more different ways and for a longer period of time than traditional boarding schools. Similar to traditional boarding schools, though, is the assumption that students who violate rules are seen as capable of modifying their behavior in response to appropriate consequences. Support is available for academic, social and personal struggles, provided primarily by the teaching faculty.
Onward, Malcolm Gauld