Public vs. private schools: The illusion of collaboration
Jan 21, 2025
Carolyn Blanden’s recent contribution to Pearls and Irritations,”Public and private schools are partners in educating all Australian children.” presents a counter-argument to my essay “The silent crisis killing public education”, January 9, 2025. She offers a vision of harmonious collaboration between public and private institutions. I suspect that the author misses the point of my argument: the presence of students with severe behavioural challenges is a significant, though not exclusive, reason parents are choosing private schools over public. I will address some of the evidence she presents to support her vision of ‘harmonious collaboration’.
Her statement that students with challenging behaviours are not a burden is overly simplistic. A definition I would use for “burden” is “a heavy load that you carry,” which in no way reflects negatively on these children but acknowledges that they present challenges beyond the norm. Most of my professional life has been focused on supporting these precious children.
While I am aware of the 49 independent schools referenced and have always appreciated their contribution, to claim that public and private schools equally contribute to educating all Australian children is an overstatement. Blanden’s use of Watakirri College as an example is hardly representative of the other 48 schools and bears little resemblance to a public school. Watakirri College accepts students aged 15 to 22 years, and I suspect they either self-refer or are referred. Anyone familiar with this field understands that the most severe behavioural challenges often emerge at the onset of puberty, making Years 8 and 9 particularly challenging. Public schools are mandated to enrol these students and are unable to offer alternative curricula or allow students to progress at their own pace. It is the behaviour—not the student—that constitutes the burden teachers carry.
The claim that equity is represented by the 3,000 students attending these private schools is questionable, especially when compared to the approximately 791,000 students in public schools.
The Centre for Disease Control and Prevention estimates that one in six students has a mental health condition. This aligns with statistics on child abuse, a major cause of developmental and behavioural challenges.
Based on these figures, approximately 131,833 students would be in need of additional support. While the 3,000 students assisted by independent schools is not insignificant, it underscores the disproportionate burden borne by public schools. Research suggests that 1% to 11% of the population will suffer from PTSD due to childhood trauma, with rates reaching as high as 26% in some areas. This uneven distribution has significant consequences for schools. In a stable, well-resourced community a school of 800 students, statistically there would be eight students requiring extra attention. However, in socio-economically challenged areas, this number could exceed 200. Here, in a class of 30, there could be at least two students with extreme behavioural challenges. Unfortunately, funding for public schools is often based on enrolment numbers, which inadequately addresses the scale of the need.
There is ample evidence that students with extreme behaviours significantly impact learning outcomes. John Hattie identifies their presence and the classroom environment as two of the top three impediments to learning. The relationship between these factors is clear: together, they represent the leading cause of student failure in our system. Yet, the focus on improving learning remains almost exclusively on teacher quality, neglecting these critical issues.
Blanden asserts that “education is not a one-size-fits-all endeavour. Parents and students need a choice of quality educational options”. This opinion highlights a fundamental difference in our perspective of reality. While choice and quality are important, for the vast majority of families, choice is a myth perpetuated by a flawed belief in equitable opportunities.
Using recent data, I highlighted the epidemic of violence in public schools, citing alarming statistics from 2023, such as a surge in assaults and weapons-related incidents in New South Wales. This reality contrasts starkly with the controlled environments of private schools, which are often insulated from such challenges. Blanden’s essay provides no evidence of similar issues in her school, disregarding the lived experiences of teachers and students in public schools where safety concerns exacerbate an already strained system.
While I acknowledge the existence of a small number of private schools catering to students with behavioural issues, their capacity is limited compared to the demand. This demand is highest in inner-city areas but is also significant in non-metropolitan regions. Research I conducted in 2012, using long-term suspension rates as an indicator of need, found that South West Sydney had an average of 3.2 suspensions per year, while Western NSW averaged 5.8. From this I concluded the incidence of dysfunctional behaviour was almost double that of the most challenging metropolitan region.
It is easier for independent schools to operate in metropolitan areas where charities are more available and travelling distances manageable. In regions of greatest need, public schools bear the brunt of the burden.
Blanden’s essay offers an idealistic vision of partnership but fails to address the systemic challenges and inequities that exist. It also misses the central point: parents are not leaving public schools to attend her school, they seek mainstream independent schools. They are seeking to escape environments where the educational experience is hindered by the presence of severely disruptive behaviours, which significantly affect the learning opportunities of all students in those classrooms.
John Frew worked in public education, including as foundation principal at a secondary school for students with Conduct Disorder and Oppositional Disturbance. John has authored numerous books the latest being ‘Neuroscience and Teaching Very Difficult Kids’. His previous books ‘The Impact of Modern Neuroscience on Contemporary Teaching’ and ‘Insights into the Modern Classroom’ have focused on behaviour management in schools. Since retiring, he has founded the Frew Consultants Group which provides a range of supportive resources for teachers who manage children with severe behaviour problems.
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