Behavioural Challenges in Further Education
Recent findings from education inspectorate Estyn have brought renewed focus to the escalating behavioural issues in further education (FE) colleges across Wales. The report paints a complex picture of college environments still grappling with the aftershocks of the Covid-19 pandemic—particularly in how young learners interact, cope with stress, and engage with their education. For educators, leaders, and safeguarding professionals, the message is clear: the current climate demands coordinated, well-resourced responses that balance discipline with understanding. Estyn’s report identifies widespread concerns in the FE sector, ranging from minor disruptions to serious safeguarding issues. While many students demonstrate maturity and positive behaviour, inspectors found troubling patterns concentrated in particular groups—most notably, young males on vocational trade courses such as construction. Reported behaviours include: Though serious issues like sexual harassment and substance misuse were found to be less frequent, they remain ongoing concerns—particularly when linked to unresolved personal conflicts or external influences such as controversial social media figures. One of the most pressing themes emerging from Estyn’s findings is the long shadow cast by the Covid-19 pandemic. College staff reported that many 16-year-olds now entering FE settings exhibit emotional and behavioural maturity more akin to younger teenagers. The loss of in-person schooling, social engagement, and structured routine during key developmental years has left gaps in resilience, self-regulation, and social confidence. Eva Rees, Director of Learner Journey at Pembrokeshire College, noted: “We’re dealing with learning behaviours directly related to that period of trauma. The pandemic disrupted the frameworks and boundaries that support emotional growth—and now we’re seeing the consequences.” A particularly stark issue is the reported behavioural patterns among male students enrolled in vocational trade programmes. Estyn found that these environments often foster a culture where inappropriate language, peer pressure, and dominance are normalised—fuelled in part by influencers who model toxic behaviours online. The challenge for educators is to disrupt these dynamics without alienating the students involved. This presents a clear opportunity for safeguarding training and curriculum reform that address gendered behaviour, consent, respect, and the impact of online influences within FE settings. At SLC Training, we frequently work with colleges to build tailored safeguarding strategies for male-dominated vocational cohorts, recognising the importance of culturally responsive intervention. While the report makes clear that poor behaviour is not universal, it notes that college design and resource limitations can inadvertently reinforce negative patterns. Students and staff highlighted that overcrowded or poorly supervised spaces—combined with short-term funding cycles—make it difficult to maintain consistency or escalate issues in a timely and supportive way. Some colleges are already implementing effective strategies, including behaviour support teams, trauma-informed practices, and proactive mental health interventions. However, Estyn warned that without long-term investment, these solutions remain vulnerable to staffing pressures and funding cuts. Chief Inspector of Education and Training Owen Evans stressed that while many students are thriving, the “growing complexity of behavioural issues” cannot be ignored. The report makes several recommendations, including: The Welsh Government responded by confirming it is working with Medr, the national post-16 education funding body, to strengthen policies and improve consistency across colleges. A national behaviour summit is also scheduled for later this month to facilitate dialogue and collaboration across the sector. For safeguarding leads and educators, this is a pivotal moment. The issues described in Estyn’s report are not isolated; they reflect broader social and psychological trends emerging post-pandemic. Tackling them requires a proactive, empathetic approach that sees behaviour not just as a disciplinary concern—but as a window into student wellbeing. At SLC Training, we work with colleges to implement tailored training in behavioural safeguarding, digital citizenship, de-escalation, and trauma awareness. We also support policy reviews and help institutions build environments that are safe, inclusive, and emotionally literate. Behavioural challenges in colleges are not simply a matter of rules being broken—they are often the visible symptoms of deeper issues: trauma, disconnection, and unmet developmental needs. The way forward is not punitive—it’s preventive, inclusive, and well-supported. With the right guidance, funding, and training, colleges can create learning environments that balance discipline with compassion—equipping students to thrive both academically and socially in a world still recovering from unprecedented disruption. Explore our training and consultancy services for colleges and safeguarding professionals, and let us help your institution create a culture where every learner feels safe, respected, and ready to succeed.Behavioural Challenges in Further Education: A Post-Pandemic Reality
Key Findings: Where Behaviour Is Breaking Down
Why the Pandemic Still Matters
The Gender Divide in Vocational Learning
Building Environments That Encourage Positive Behaviour
What Needs to Happen Now
The Role of Safeguarding Professionals
Conclusion: Beyond Discipline to Understanding
