THE SCHOOL RUN

WORKBOOK

For Use on the The School Run Training Programme for Bus Drivers, Focusing on Conflict Resolution with School Pupils

A DfT PILOT DEVELOPED BY CRIME CONCERN AND FIRST LEEDS BUSES

THE SCHOOL RUN

A course prepared by Crime Concern for the DfT
OVERVIEW This workbook was designed for use on the pilot training Crime Concern carried out with First Leeds bus drivers. It was amended following feedback from the drivers, managers and training staff of First Leeds, without whose co-operation none of this would have been possible. Historically the relationship between young people and bus personnel has been problematic. Bus drivers see young people as a major source of stress and damage. Trying to drive a bus whilst taking responsibility for the welfare of up to eighty young people, some of whom will be engaged in behaviour ranging from the high-spirited (e.g. running up and down the stairs) to the wilfully life-threatening (e.g. interfering with the emergency exit), can put intolerable strain on staff. This strain is frequently compounded by drivers perceptions that, not only are they powerless to take effective measures, but that disruptive children are aware of this. Anecdotal evidence would indicate a deteriorating situation. Children, for their part, perceive that their custom is not welcomed by the bus companies or their staff. Complaints from schoolchildren about poor quality buses, overcrowding, and surly service are frequent. They perceive the majority of busdrivers to be unsympathetic. Bus-drivers dreading the school run. Schoolchildren, the future customer base of public transport, being turned off bus travel before they have become economically active. This was the backdrop against which the Department of the Environment, Transport, and the Regions commissioned Crime Concern to research, develop and pilot training designed to improve driver skills in managing the situation. Early in our research it became apparent that an approach to the problem based solely on training drivers had poor prospects for success. Driver behaviour was likely to be a significant factor, but so too were the perceptions schoolchildren had about acceptable behaviour on buses. Furthermore, even if the perceptions each group had of the other could be improved and relations put on a more positive footing, progress could be sabotaged without co-operation and support from schools, PTAs/PTEs, and bus companies themselves. And so, in addition to the staff training pilot, an organizational best practice checklist has been designed to give guidance to schools, bus companies and PTEs on measures they could take to support the majority of drivers who take a professional approach to their work. As a third prong to the solution, Crime Concern have outlined some educational sessions for use in primary and secondary schools designed to improve young peoples appreciation of the difficult and valuable job bus-drivers do.

TRAINING OBJECTIVES AND ANTICIPATED PERFORMANCE OUTCOMES

The Training Objectives for this course are: 1. To establish the real nature and extent of the problems drivers have when transporting schoolchildren. To explore the causes of poor behaviour by schoolchildren on buses. To identify and encourage best practice on handling unacceptable behaviour by schoolchildren on buses. To introduce staff to some strategies and techniques for defusing conflict.

2. 3.

4.

The Anticipated Performance Outcomes for this course are: 1. Bus drivers feel more confident in their dealings with schoolchildren in general and with difficult school children in particular. Lower incidence of driver/schoolchild confrontation. Less incidence of antisocial/criminal behaviour resulting from driver/schoolchild confrontation. Improved perception of schoolchildren by drivers and of drivers by school children.

2. 3.

4.

THE SCHEDULES

HALF DAY PROGRAMME

Introductions and course objectives

First Impressions How we make judgements about people, the judgements they make about us, and the effect these judgements can have on the way we deal with each other. BREAK Sharing Experiences Difficulties we have experienced on the school run. Why do they do that? An exploration of the factors that cause poor behaviour.

Guidelines Staff review and evaluate a number of tactical and strategic guidelines for reducing conflict.

Case studies Staff revisit some of the situations described in the Sharing Experiences session in the whole group to see how they could be better handled in the light of subsequent discussion. Evaluation Staff complete a proforma evaluating the usefulness of the session.

FULL DAY PROGRAMME

Introductions and course objectives

First Impressions How we make judgements about people, the judgements they make about us, and the effect these judgements can have on the way we deal with people. BREAK Sharing Experiences Difficulties we have experienced on the school run. Difficult schoolchildren are ? A brainstorm exercise.

The Fire Model An analogy comparing conflict with fire. How they see things Our findings from research with schoolchildren. How we see things Exploring the differences and similarities between the perceptions of schoolchildren and the perceptions of drivers. What is the common ground? LUNCH Policy discussions Exploring the realities of implementing company policy. Guidelines Staff review and evaluate a number of tactical and strategic guidelines for reducing conflict. Courtesy and respect Understanding what these terms mean in practice, and how courtesy and respect can be a tool for managing difficult customers including schoolchildren. BREAK Case studies Staff revisit some of the sessions described in the Sharing Experiences session to see how they could have been better handled in the light of subsequent discussions and ideas

Evaluation Staff complete a proforma evaluating the days value. HALF-DAY FOLLOW-UP SESSION Discussion of experiences since training course Recommendations for best practice

FIRST IMPRESSIONS Guess the answers to the following questions. You will get a chance to check whether you were right or wrong. Give yourself two points for a correct answer, no points for an incorrect answer, and one point for an answer that is half right. 1. Did they grow up in a town, in the country or in the suburbs?

2. What sort of school did they go to? (Comprehensive, Grammar, Boarding, Secondary Modern, Convent, Approved?)

3. Did they like school?

4. What sort of car do they drive, if any?

5. What sort of car would they drive if money were no obstacle?

6. Do they like classical music?

7. Do they like Frank Sinatra?

8. Do they like house music?

9. Do they like Bob Dylan?

10. What do you think their favourite soap opera might be? (EastEnders, Coronation Street, Neighbours, None?)

11. What newspaper do you think they read, if any?

12. What sport or sports do think they might follow?

13. What do you think their ideal holiday might be if they could choose?

FIRST IMPRESSIONS It is hard, if not impossible, to stop ourselves forming first impressions about other people. We hardly notice ourselves doing it. These first impressions will affect the way we deal with that person. Mostly we get it right, sometimes we get it badly wrong. Getting off on the right foot with someone will have a major influence on the way we treat each other. A bad start can cause problems further down the line. We form our first impressions on the basis of a number of signals that a person gives off - the way they are dressed, the way they speak, what they do with their face, the way they stand and many more. There is a kind of non-verbal language that is based on appearance and the way people present themselves. We pick up clues about people and they pick up clues about us. The way we dress and the way we speak says something about how we want to be seen. If we go for a job interview we may project a different image to the one we let our close friends see. The judgements we make are likely to be more accurate the closer in age and background we are to the person. If people are much older or younger than ourselves or come from a different background we are more likely to miss or misinterpret the signals they are giving off. What a particular word or phrase implies may well be different from generation to generation. Eye contact can have many different meanings depending on context and cultural background. Serious misunderstandings can arise from such false assumptions. Thinking about how we want to be seen by customers can be an effective way of influencing their approach to us. Being cautious about the judgements we make, particularly if there is a big age or cultural difference, can save us a lot of grief further down the line.

FIRST IMPRESSIONS

How do you want to be seen by the schoolchildren you drive? What measures can you take to influence the way they see you?

WHAT CAUSES CONFRONTATION In trying to solve any social problem it is useful to ask why it happens. Trying to understand what causes bad behaviour is not the same as trying to excuse it. Unacceptable behaviour remains unacceptable even when we understand what caused it. However, trying to understand the causes of aggression and confrontation can often give us useful indications about what we need to do to minimise the frequency and intensity of it. Broadly speaking trouble on the buses may originate from one of three major sources:

School Kid Factors Had a bad day Peer group pressure High spirits Emotional disturbance Anti-authority Showing off

Driver Factors Had a bad day Tired Unwell Hot Anti-kid attitude Lack of confidence

Wider Society Factors Decline in standards of behaviour Attitude of other passengers Low perceptions of bus travel Understaffed bus service TV and CDs Lack of respect for authority

CONFLICT THE FIRE MODEL

The Fire Model is a way of looking at and understanding conflict as if it were a fire. In order for there to be a fire, three things need to be present fuel, a spark (ignition), and oxygen. If any one of these is not present or is removed there can be no fire. Examples of Fuel might be: Child or driver has had a bad day Child has a grievance against bus-drivers Driver has been told off about an unrelated issue Driver has a grievance about children The traffic is heavy and everyone is complaining End of term high spirits.

Examples of a Spark might be: Child speaks to driver in a rude or cheeky manner Driver is gruff and unfriendly Child misinterprets an innocent remark Driver overreacts to some minor misbehaviour Member of the public gives driver some grief about childs behaviour Driver fails to stop when child wants to get off Driver has to brake suddenly in traffic

Examples of Oxygen might be: Presence of an audience making it difficult for either party to give way Neither party physically able to leave

Add other examples that come to mind Choose any combination of fuel, spark and oxygen and we can anticipate conflict. Remove any and the fire cannot flare up, or, if it has already caught, removing one of the component factors will quell the blaze. Think about a conflict you have been involved in. What was the fuel, the spark, and the oxygen? What would have happened if any of those factors had not been present? We can perhaps stretch this analogy further. There are certain things that might be considered accelerants (substances, like lighter fuel that make the fire flare up) and things that could be considered extinguishers. The use of certain language, or raised voices, or comments from those not involved may cause sparks to fly. An apology, a compromise, a helpful calming word from a third party, or a humorous comment can all, in certain circumstances act as a wet blanket. But as with real fires we need to fight them with the right extinguisher. Water thrown on burning paper will extinguish the flame. Water thrown on burning fat will cause it to flare up. A humorous comment may sometimes defuse a situation. At other times it can make it worse.

YOUR PERCEPTIONS OF POOR BEHAVIOUR We spoke to a group of schoolchildren, all of whom had been disciplined for misbehaviour on the buses. We asked them to rate on a one to ten scale how bad they considered certain behaviours to be. We would now like you to do the same and then we can compare. On a scale 1 (least bad) to 10 (worst) how would you evaluate the following behaviour: Climbing on seats Covering the video camera Damage to seats Throwing seats out of window Messing around with exit door Fighting Bell-ringing Swearing Littering Spitting Graffiti Bullying Threatening the driver Smoking Shouting Feet on seats Rough-housing

DRIVERS PERCEPTIONS OF POOR BEHAVIOUR We know how seriously some children take certain forms of bad behaviour. How did your group see it? Where would you draw the line?

LEAST WORSE

WORST

SCHOOL PUPILS PERCEPTIONS OF POOR BEHAVIOUR We asked a group of school pupils who had all been disciplined for unacceptable behaviour on the bus to score how serious they thought a range of behaviours were. This is what they thought:

EQUAL

WORSE

LEAST Ringing

BellSwearing

Litter

Discarding Spitting

Graffiti

Bullying

Driver

Threatening Smoking

WORST

Shouting

Feet on Seats

RoughHousing

Climbing on Seats

Covering Damage to Video Camera Seats

Throwing Seats Messing Around Fighting Out of Window With Exit Doors

EQUAL

When asked where they would draw the line they put it here. They thought the driver should probably ignore behaviour to the left of this line and intervene if behaviour was to the right of this line.

FACTORS INFLUENCING YOUNG PEOPLES BEHAVIOUR Many factors influence the way children behave. Some factors stay the same from generation to generation (e.g. hormones, peer pressure), some influences only affect some generations (unemployment, different family structures). In trying to understand the factors that influence the behaviour of young people we are not seeking to make excuses. Unacceptable behaviour remains unacceptable even when we know and understand what causes it. However if we can gain some insight into what causes bad behaviour we are better position to prevent or deal with it. Here are just a few of the many factors, some old, some new, which influence the way young people behave: Peers and peer group pressure have always exerted a huge influence on both boys and girls. Young people are concerned, sometimes to the point of obsession, with their standing with other young people. This can cause extremes of behaviour, which can often be out of character. A young lad concerned with his image may decide to behave in a provocative toward an adult as a way of getting status amongst his peers. Similarly a gang mentality may take over when there are numbers of young people crowded together. The anonymity of the group can be the stimulus for behaviour, which is uncharacteristic of the young person concerned. The need to conform to perceived expectations of what is required of them may cause them to behave in ways they may be ashamed of later. The hormones released during puberty, which control growth and maturation can cause young people to behave irrationally and to overreact. This is something to a great degree beyond their ability to control. In addition there are factors such as what is going on at home or at school, changing social values such as attitudes to authority, the need for young males to demonstrate their machismo, and many, many more which can have a dramatic effect on juvenile behaviour. What were you like when you were their age? In what ways were you like them? In what ways are they different? What would have influenced you to behave reasonably?

THE BOTTOM LINE There can be no hard and fast instructions from Leeds First management on how to deal with the difficulties that can be encountered on the school run. This is because the situations are so varied that almost every incident is unique. Management relies on the experience, judgement and professionalism of staff to handle what can often be extremely challenging situations. However, staff can expect full support from management providing they operate within the following guidelines: 1. The safety of themselves and other bus and highway users schoolchildren and other members of the public - must be given the highest priority. 2. Hands off! Staff should refrain from touching schoolchildren in any circumstances other than genuine self-defence, medical need, or the prevention of a serious offence or threat to safety. 3. Schoolchildren may not, in words or deeds, be told to get off the bus or refused entry. 4. No racist or other offensive or abusive language will be tolerated. 5. No threats should be made, but warnings may be given along the lines of the School Children Bus Contract. Warnings should not be issued unless you intend to act on them if the situation is not resolved, so think before issuing a warning. 6. Drivers should not react to bell-ringing or verbal abuse. 7. If there is a risk of disruptive young persons causing damage to the vehicle or endangering the safety of themselves, other customers or yourself you should: Bring the bus to a halt, leaving the doors open Ask them to calm down If no response read the card issued to all drivers regarding such instances If still disruptive call for help

NB. It is essential to keep calm in these situations and avoid saying or doing anything that implies you are asking them to leave the bus.

FIRST LEEDS SCHOOL CHILDREN BUS CONTRACT Driver instructions for a disturbance 1. When a disturbance occurs you should stop the bus and use your best efforts to stop the disturbance so that the bus can proceed safely. 2. If you are unable to stop the disturbance, the words at the bottom of the page should be stated to the children, reading or saying the words as near as possible to those written. 3. If you are unable to continue, contact control or the school (if nearby and number shown on running board) with a request for assistance. 4. You should not attempt to prevent any child from leaving the bus; the words below are to be stated to the children to advise them not to leave the bus. 5. If the bus is in motion and a warning light/buzzer indicates that an emergency exit has been opened you should immediately stop. You should not drive with the buzzer/light sounding/showing. 6. If children deliberately keep setting off the warning buzzer/light then you should stop permanently in a safe place and await assistance. 7. In case of extreme disturbance you should contact the police and await their arrival. 8. Under no circumstances should you evict a child from the bus either by express language or gesture. The Message I have stopped the bus because you are causing a disturbance which makes it unsafe for this journey to continue. I will remain stationary until you have all sat down in your seats and become quiet. I am about to notify my own central control who will notify your school. If you do not return to your seats and remain quiet it may be necessary for me to call the police. In the meantime I would advise you to remain on the bus because we have not reached our destination. The doors of the bus are open, but I would strongly advise you not to leave for your own safety.

WHEN THINGS GET TOUGH

Read the document entitled: FIRST LEEDS SCHOOL CHILDREN BUS CONTRACT Driver instructions for a disturbance

1. What use could you make of these instructions?

2. What are the obstacles to implementing these instructions?

3. What is the document emphasising?

4. How would you amend it to make it more realistic without altering the legal position?

5. How would you rephrase the statement in your own language without altering the legal position?

COURTESY AND RESPECT Respect is recognizing someones worth as a human being. To show respect is to show that we acknowledge that someone is equal to us and deserves to be treated the way we would like to be treated ourselves. There are two ways of thinking about respect: Some people say People have to earn my respect. Others say All people are entitled to my respect. If they behave badly then I lose respect for them.

Which of these represents your position? If someone from a particular group say clergymen or heart surgeons or schoolchildren or bus drivers behaves badly, there is a tendency to lose respect for all members of that group. Is that fair? How do you react if someone treats you disrespectfully? does it make you have respect for them? does it make you want to co-operate with them? Or does it make you want to get your own back?

How do people show respect? What do people do if they are behaving in a respectful manner toward you? Common courtesy is one of they main ways we convey respect for others especially strangers. Courtesy includes: pleases and thank yous greetings and farewells looking at someone when they are speaking to you apologising for genuine errors showing patience and tolerance when people have made genuine errors themselves or are having difficulty making themselves understood dealing with genuine enquiries politely and to the best of our ability

Courtesy and respect are signs of strength not weakness. Good drivers are confident with the public courtesy is a sign of self-confidence and self-belief, not a sign of weakness. Behaving without courtesy and respect comes across, not as strong and powerful, but as lacking in self-esteem and self-respect.

Showing respect and behaving courteously are ways of setting standards a way of saying: This is the level of behaviour expected here. When we talk to bus drivers they often say things like: The trouble with kids today is that theyve got no respect for their elders. When we talk to schoolchildren, who do not like bus-drivers and wind them up, they say: The trouble with bus drivers is theyve got no respect. They treat you like dirt. What is to be made of that? Perhaps 10-20% of bus drivers behave discourteously toward schoolchildren. And maybe 10-20% of schoolchildren behave rudely toward bus-drivers. The tendency is for both drivers and children to judge all by the standard of the discourteous minority. Where does that get us? We do not show respect and courtesy purely for the benefit of others. Respect and courtesy are a way of getting what we want a quiet life and a civilized environment. Behaving with respect and courtesy shows a pride in ourselves and in our work.

GUIDELINES FOR HANDLING CONFRONTATION WITH SCHOOLCHILDREN There can be no hard and fast rules covering each confrontational situation that drivers may experience with schoolchildren. Drivers are all different, as are schoolchildren, and situations. What works in one situation may be completely ineffective in another. When a situation arises it is judgement that counts, and everything rests on the professionalism of the driver. However, discussions with bus drivers and with staff working in comparable fields suggest that there are some broad guidelines that are worth following. There are no panaceas and we will all be able to think of situations where taking the opposite approach to the one offered here will make sense. These guidelines are offered for your evaluation. Do they represent best practice broadly speaking? Are there others you would wish to add? 1. Prevention is better than cure. Avoiding unnecessary aggravation will minimise your stress. Think about your initial approach. 2. Acting in a confident manner is important. Confident people act in an assured assertive manner. An aggressive approach indicates lack of confidence. If you dont feel confident - ACT AS IF - dont rush, breathe deeply and regularly, speak slowly and clearly. 3. Be aware of your body language and of not being a space invader. Avoid provocative stances and gestures such as pointing. 4. Try to minimise the audience effect. The effect of an audience on many people, especially young males, is to introduce the whole idea of saving face and losing face, which makes resolving a conflict much harder. 5. Try to be aware of warning signs and think ahead. 6. Show that you are willing to listen and to be reasonable. Try summarising the other persons point of view e.g. Hold on a sec. Let me see if I understand what the problem is. You are saying that you were shouting but that etc. 7. Try to make your behaviour proportionate to the provocation. If we go ballistic at the least sign of unruliness how are we going to signify that things have really got out of order? 8. Let management and colleagues know of any persistent problems on a route or of trouble you think is brewing. 9. Be professional rather than official. 10. Where possible be hard on the problem not the person. Try to get the person to help in resolving the problem. 11. Dont make promises or threats that you are unwilling or unable to carry through.

12. Dont allow a passenger to think they can gain anything by making threats or intimidating you. Be calm, but firm. 13. Humour can be useful in defusing a situation, but it can also backfire. Be ready to see the funny side of things and if appropriate to crack a gag yourself, but be wary. 14. Be sympathetic and apologise where people have genuine grievances. Use the big however. 15. Dont position yourself between an angry person and the door. Dont back someone into a corner, literally or figuratively speaking. 16. Allow people to back down without losing face. Avoid letting everyone know whose boss. 17. If you have had an experience that has left you angry or shaken be prepared to talk it over with someone you trust. Dont allow things to fester. Get it off your chest so that it does not affect your judgement next time there is a challenging situation.

Are there others you can add?

FACTORS ON YOUR SIDE Many drivers often feel frustrated in their dealings with young people by a sense of powerlessness: There is nothing we can do and the kids know it and take advantage.. This is a frequently voiced view and, of course, it has some truth to it. However, the view from the drivers side of the fence can often be different from the view on the outside. Our research suggests that most schoolchildren think drivers have great power and influence. What have you got on your side? Video You may know that there is no tape in the video, or that the pictures rarely give conclusive evidence, but do they? Police You may know that the police are reluctant to get involved in what they see as minor offences and that even if they are willing to get involved it may take a long time for them to arrive on the scene, but do they know that? School Threatening to inform the school can often have an effect, since the children will be aware that if the school gets involved then the probability is that their parents will be notified. This is still a major deterrent for most children. Learn the name of a high profile teacher and the identifying signs used by different schools. Your Position Most children we speak to are still in awe of bus drivers to a large degree. Acting and looking the part can have a major influence. Your Age It is easy to forget that, even these days, children are strongly influenced by the perceived authority of older people. Are there any other factors you can think of that are on your side?

The School Run

What is your reaction to todays course?
Please let us know what you thought of the course by answering the questions below this will help us to go on improving the course for the future In questions 1, 2, 5 & 6, please tick the answer which is closest to what you think.

1. 2.
3.

Did you enjoy todays course? A lot

Quite a bit

Not much

Not at all Partly No

Was the course relevant to the problems you face with children on buses? Yes

Which was the most useful session on the course, and why? [First impressions, Your experiences, Perceptions of poor behaviour, Causes of aggression, The fire model, Policy discussion, Whats on your side, Courtesy & respect, Case studies, Guidelines for dealing with conflict]? .. .. ................................................................................................................................................................ Which was the least useful session of the course, and why?
.. .. ..

4.

5.

Do you think you will find the work book:

Very helpful

Quite helpful

Not helpful

6.

How much have you learned which will help you to manage the behaviour of children on buses? A Lot Quite a Bit Not much Nothing

7.

What, if anything, will you be doing differently as result of the course?

.. .. .. ..

8.

Any other comments?

.. .. ..

Thank you for completing this questionnaire Please hand it to the trainer as you leave