New report warns that behavioural challenges are increasing in FE colleges in Wales
A new Estyn report highlights how further education (FE) colleges in Wales are facing increasing behavioural challenges, with issues such as absenteeism, social media misuse, and vaping becoming widespread. While many learners engage positively and respectfully with their college communities, persistent negative behaviours and emerging trends continue to impact learning environments.
Drawing on visits to seven colleges, national surveys of staff and learners, and consultations with stakeholders, “Learner Behaviour in Further Education Colleges: Understanding, Supporting and Promoting Positive Behaviour” explores how colleges are promoting positive behaviour, supporting staff, and responding to the complex needs of learners.
The report identifies absenteeism, lateness, and misuse of social media as widespread behavioural concerns. The rise in vaping on campuses is another significant challenge. Although serious issues like sexual harassment and substance misuse are less frequent, they remain a concern. The report calls for clearer national guidance and targeted strategies, particularly to address the misuse of social media and vaping.
Inspectors also found that the legacy of the COVID-19 pandemic continues to affect learners’ behaviour and staff well-being. Many young people – especially those on lower-level courses – are struggling with social skills and resilience. This, in turn, places pressure on staff, many of whom report heightened stress and a need for more support to manage behavioural disruptions effectively and protect their well-being.
Chief Inspector Owen Evans said:
“It is encouraging to see many learners showing maturity, independence, and respect for others. But we must not overlook the growing complexity of behavioural issues facing colleges. Clearer guidance, targeted strategies, and long-term investment are crucial to help colleges create inclusive, respectful, and safe learning environments for all.”
The report highlights how behaviour varies across learner groups. Male learners on vocational courses such as construction are more likely to demonstrate inappropriate behaviour while neurodivergent and marginalised learners face distinct challenges, including increased risk of bullying and harassment. Estyn recommends that colleges strengthen inclusive support systems to meet the needs of these vulnerable learners.
The report also outlines a range of effective practice on promoting positive behaviour that were observed during visits and consultation with colleges. For example, Bridgend College’s well-being team regularly hosts support fairs as part of its commitment to improving learning behaviour, well-being, and reducing barriers to learning, while Coleg Sir Gâr has developed a practical resource, the ‘Creating an Inclusive Environment’ toolkit, to enhance teaching strategies and support learner behaviour.
While many institutions offer staff training in behaviour management and trauma-informed approaches, implementation is often inconsistent. One of the biggest barriers to sustained improvement is funding. Colleges rely heavily on short-term funding, which limits their ability to embed consistent policies, retain experienced staff, and build long-term support structures. The report recommends that Medr considers how FE funding can support long-term investment in behaviour management systems and the retention of skilled staff.