Colleges in Wales are grappling with growing behavioural issues among students, with male learners on vocational courses such as construction emerging as some of the most problematic, according to a new report by education watchdog Estyn.
The report highlights a range of concerns, including chronic absenteeism, vaping on campus, persistent lateness, and the inappropriate use of social media.
Inspectors described these issues as “widespread” across further education settings and warned that many students are still struggling to rebuild their social skills and emotional resilience following the disruption caused by the Covid-19 pandemic.
Estyn’s findings paint a worrying picture of a post-pandemic education landscape in which behavioural norms have been eroded. The report suggests that some students are finding it difficult to adapt to the expectations and routines of structured learning environments.
It notes that younger learners in particular – especially those in traditionally male-dominated disciplines like construction and motor vehicle maintenance – are more likely to exhibit disruptive behaviour and show a lack of engagement with their studies.
“While most learners behave respectfully, too many incidents of poor conduct, including swearing, vaping and lateness, go unchallenged,” the report states.
“In certain vocational areas, the culture and ethos have become increasingly difficult to manage, particularly where male learners dominate.”
Inspectors also found that the lack of clear national guidance on behaviour management in post-16 education is contributing to inconsistency across colleges.
While schools benefit from long-established frameworks and support systems, further education settings are often left to develop their own policies with limited resources.
Funding pressures are exacerbating the problem. Estyn emphasised that insufficient investment in pastoral care and learner support services is a key barrier to improving the learning environment.
The report calls for a “coordinated national response” to tackle behavioural issues, including more targeted funding, increased staff training, and enhanced mental health services.
In response, the Welsh government acknowledged the concerns raised in the report and confirmed that work is already underway to improve safety and behaviour in educational settings.
A government spokesperson said: “We recognise the challenges identified by Estyn and are taking them seriously. We are holding a roundtable discussion with education leaders to look at improving safety and behaviour in schools and colleges.”
The government also noted that it is committed to strengthening learner support, particularly in response to the lingering impacts of the pandemic on young people’s emotional wellbeing.
The report has sparked renewed calls from education unions and college leaders for more robust support mechanisms.
Dr Mary Borton, a spokesperson for the College Principals’ Forum, said: “This report reinforces what many of us have been seeing on the ground. Our students need more than academic teaching – they need guidance, counselling, and clear behavioural expectations.”
As Estyn urges policymakers to act swiftly, many in the sector hope the findings will be a turning point in how behavioural challenges in further education are addressed – before more students fall behind.
