When you ask the typical Westminster politician about school policies, you’re bound to hear the usual concerns; funding challenges, teacher shortages, and the ongoing struggle to separate educational outcomes from the socioeconomic backgrounds of children. Recently, this dialogue might also touch on the ongoing crisis in special educational needs provision. However, there’s a more subtle topic that’s gaining real-world attention—many schools’ unwavering belief in zero-tolerance discipline and the possibility that its days might be numbered.
Throughout England, a similar narrative has been brewing for quite some time. It dates back to the New Labour era with the rise of academies, the advent of the “super head” culture, and a seemingly sensible push to improve performance and standards. Under Michael Gove’s tenure as the Conservative education secretary, those ideas merged with drastic curricular overhauls and a push for traditional punitive measures to maintain order in schools. Unsurprisingly, the drawbacks soon became apparent: alarming suspension and exclusion rates, the grim presence of isolation booths, and concerns that the shift of many schools to multi-academy trusts (Mats) fostered a crisis in accountability.
These past three weeks, the Observer has been delving into a developing investigation led by Anna Fazackerley into two schools in Hackney, under the Mossbourne Federation— a trailblazer in academic success with robust ties to the educational establishment. Initially, the Observer highlighted allegations at Mossbourne Victoria Park Academy (MVPA) from nearly 30 parents and teachers, recounting incidents like year 7 children being “screamed at” by senior staff and older pupils with no history of incontinence soiling themselves.
The focus has since expanded to include Mossbourne Community Academy (MCA), with numerous complaints about a hardline discipline approach that reportedly instills fear and trauma in students, which lingers into adulthood. Last week, BBC London presented its own investigative findings, corroborating this narrative. Furthermore, it was revealed on Friday that MVPA is now under a safeguarding review led by a former director of Hackney’s children’s services.
What stands out in both the Observer and BBC reports is the revelation that staff were encouraged to instill “healthy fear” in students. According to the Department for Education, these allegations are “deeply distressing.” Meanwhile, the federation contends it is the target of a “vexatious campaign,” asserting that it provides a safe, supportive environment for all students.
In recent discussions with Hackney parents, I sensed the brewing tensions and differing opinions. Some parents strongly advocate for academies, attributing them to the positive transformation of many London schools. They praised these institutions for bringing hope and achievement to underprivileged neighborhoods—a significant point considering the high percentage of students at MCA and MVPA eligible for free school meals, well above the national average. They also spoke of talented educators and how zero-tolerance measures help curb bullying. One mother mentioned her son felt secure in what she described as a “calm classroom environment,” partly due to “authoritarian discipline” she believes yields benefits.
However, many stories had a bleaker side. One mother, whose 11-year-old son with ADHD frequently cries before school, described daily shouting from teachers, leading to “freeze states.” A father with an autistic son recounted daily detentions over “messy handwriting,” the excessive homework burden, and the overall impact it had on his son’s well-being. The Mossbourne Federation did not respond to these claims but maintains that official data proves its commitment to supporting children with special needs. Remarkably, it appears the issue isn’t isolated to Hackney—similar tales of discipline potentially overriding student welfare are surfacing nationwide.
Big questions arise over how academies and free schools are managed and held accountable. Sitting between public and private spheres, parents and educators feel uncertain about where to turn. Hackney councillors striving to untangle these issues face an intricate web involving the Department for Education, Ofsted, the Mossbourne Federation, and other bodies, highlighting the potential perils of schools operating without adequate control.
But there’s also a fundamental human concern. The belief that strict school discipline is the singular path to academic success seems more accepted than proven. This overlooks education’s role in fostering well-rounded, confident, and happy children. There’s a disconnect between schools that operate on near-Victorian principles and our advanced understanding of human psychology. Neurodiversity encompasses everyone, not just those diagnosed with conditions like autism and ADHD, and our complex minds aren’t receptive to fear, anxiety, and humiliation. Amid a childhood mental health crisis and special needs challenges, driven by students being edged out of mainstream education, it seems more people are now focusing on long-neglected factors in these crises.
After the election, there were whispers of moving away from overly rigid school models. Last month, Education Secretary Bridget Phillipson emphasized creating welcoming, inclusive school environments. Yet, as with many UK political issues, education is often caught in cultural battles that obscure a simple truth: easing excessive discipline and imposing proper oversight on academies shouldn’t cause chaos; instead, it can pave the way for improvements. All education stakeholders must address the outcomes of missteps associated with past good intentions. If they can’t, we must ask, where do we stand in education?
