Colleges are facing increasing problems with behaviour, with male learners on courses such as construction among the worst offenders, according to a report by education inspectors.

Estyn said issues such as absenteeism, vaping, lateness and social media misuse were “widespread” and students still struggled with the effects of the Covid pandemic on their social skills and resilience.

It added funding was one of the biggest barriers to improvement and called for clearer national guidance on behaviour.

The Welsh government said it was working on behaviour in schools and colleges and was holding a roundtable on safety.

While many students showed positive behaviour, Estyn found patterns varied across different types of students and courses in further education colleges.

It said male students “particularly those on vocational trade courses like construction” were more likely to display negative behaviours.

“These include the use of inappropriate language towards female learners, often driven by an effort to fit in or assert dominance in predominantly male environments,” the report said.

It said influences from controversial social media figures “were particularly evident in male-dominated courses, where inappropriate behaviours towards female learners occurred”.

Poor behaviour was also more apparent in younger students and those enrolled on lower-level courses.

Another factor which sometimes influenced behaviour was the design of college buildings, inspectors reported.

Problems identified by staff and students included poor punctuality and non-attendance, misusing mobile phones by recording and sharing content during class and vaping or smoking in or near college buildings.

The report said “although serious issues like sexual harassment and substance misuse are less frequent, they remain a concern”.

Staff said the more serious incidents usually involved a small number of students and were “often linked to individual circumstances, external factors, or unresolved personal conflicts”.

Inspectors said the “substantial” impact of the pandemic was still evident, with staff reporting many 16-year-olds showed maturity “akin to younger children”.

They said students were less able to cope with academic and social challenges, although there were signs of recent improvements.

Eva Rees, director of learner journey at Pembrokeshire College, said the findings echoed largely what she had witnessed.

“Anyone involved in education… would be aware of the ongoing challenges we face with post-pandemic behaviour,” she said.

“We’re dealing with learning behaviours which are directly related to that period of trauma that many of our learners went through,” she added.

Some pupils were resisting rules and regulations as a result of a lack of a clear framework during the pandemic.

But she said reinforcing expectations and trying to understand why challenging behaviour happens was more effective than just punitive action.

“We need to support the child through whatever adversity they may have faced through no fault of their own,” she said.

Estyn said there were several examples of colleges promoting positive behaviour but short-term funding limited their ability to “embed consistent policies, retain experienced staff, and build long-term support structures”.

Chief Inspector of Education and Training Owen Evans said many learners showed “maturity, independence, and respect for others”.

“But we must not overlook the growing complexity of behavioural issues facing colleges”, he said.

“Clearer guidance, targeted strategies, and long-term investment are crucial to help colleges create inclusive, respectful, and safe learning environments for all.”

The Welsh government said behaviour was a “key indicator” of learner engagement and was working with education funding body Medr to develop a consistent and effective approach.

It said: “Individual further education (FE) colleges have their own policies on attendance and behaviour – these often include policies on vaping and acceptable use of social media.

“We do not waver from our prioritisation of improving attendance, for both pre- and post-16 learners.”

The Welsh government is also hosting a national behaviour summit later this month.

Medr, which funds post-16 education, said: “We recognise the importance of supporting FE colleges to build upon good practice, and to support the development of a cohesive approach to behaviour management.”

It said evidence-based reports like Estyn’s would inform further decisions it makes.