Significant changes are coming to Russian education, as the Ministry of Education plans to legally introduce behavior grades for students. This proposal was made during a meeting of the working group of the Council under the President of the Russian Federation for the development of civil society and human rights, as stated by Minister of Education Sergey Kravtsov.
According to Kravtsov, the Ministry supports the introduction of behavior grades, and work on a corresponding draft law is underway. This decision follows a suggestion from the Council for Human Rights made in March. The initiative aims to help educators tackle issues like bullying, hooliganism, and disrespectful behavior in the school environment.
The initiative has received support at the highest level, with Russian President Vladimir Putin instructing the government to organize a broad discussion on the matter, involving both teachers and parents.
At the same time, the president emphasized that if behavior grades are returned to the school system, they should be on par with other grades and should genuinely affect the educational process.
The results of the public discussion are to be presented by July 1, 2025, indicating that the government is serious about changing the current grading system in schools.
Opinions on this matter are divided among experts and parents. Many educators support the initiative, believing that it will provide them with an additional tool to manage discipline in the classroom. An official behavior grade would create a clear measure, helping instill responsibility in students for their actions. This measure seems especially timely given the increasing incidents of bullying and conflicts between students and teachers.
However, there are also teachers who express serious concerns. The main question is how to objectively assess behavior. Talking during class and fighting are fundamentally different offenses, but both could be classified as “bad behavior” under such a system. A clear and transparent set of criteria is needed to avoid a new form of subjectivity.
The parent community is also divided on the issue. Some worry that behavior grades could become a tool for pressuring disfavored students. Others argue that this measure is long overdue and that children need to understand that their behavior is as important as their academic performance. This might help reduce disrespect and misbehavior towards teachers.
At the same time, some see behavior grades as a return to Soviet-style punitive pedagogy. Instead of addressing the root causes of poor behavior, teachers might simply give students failing grades, exacerbating conflicts.
Experts also raise concerns about how the new grading system will affect overall academic performance. Will a “bad” behavior grade impact promotion to the next grade or obtaining a diploma? How does this align with current education laws? These questions remain unanswered, adding to the uncertainty surrounding the discussion.
Psychologists warn about the potential negative effects of introducing behavior grades. They note that it could become a stigma for students. If the grades are made public, there is a risk that a child who receives several poor behavior grades might internalize the label of a “troublemaker,” which could worsen the situation.
Nevertheless, the issue of discipline in schools is undeniably pressing. Many teachers face problems with poor student behavior, and verbal aggression from students towards educators is a frequent occurrence. In this context, finding effective solutions to improve the situation seems justified.
Behavior grading systems exist in many countries, but their forms vary greatly. In some European schools, a “behavior points” system is used instead of traditional grades, influencing various school privileges. In Asian countries, comprehensive assessments are often practiced, taking both academic performance and behavior into account. Russian lawmakers will need to study this experience and develop a model that is effective but does not suppress individual students’ personalities.
An important aspect of the upcoming changes will be the development of clear and transparent criteria for evaluating behavior. As President Putin mentioned in his speech, the behavior grade must be equivalent and truly affect the educational process. This implies the creation of a detailed scale, clearly defining which misbehaviors lead to which consequences. Without such a system, the new measure risks becoming a formality or, worse, a tool for arbitrary decisions.
In the coming months, the authorities will have serious work ahead in discussing this issue. The final decision’s level of thoughtfulness and balance will determine whether the behavior grade becomes an effective tool for improving the school climate or yet another bureaucratic form that is rejected by all participants in the educational process. One thing is clear: the issue of discipline in schools needs to be addressed, but it is crucial to find a balance between order and maintaining a comfortable educational environment.
Photo: freepik.com