BBC Panorama will examine claims that strict disciplinary policies went too far at a group of schools in Devon and Cornwall in a programme airing tonight.

Britain’s Strictest Schools* follows reporter Richard Bilton as he investigates the Athena Learning Trust, which operates six secondary and three primary schools across the two counties.

The programme will hear from former teachers and pupils as it asks how much discipline is appropriate in schools. The half-hour documentary will be broadcast at 8pm on Monday, August 3.

Athena has faced criticism from parents over behaviour policies they say have had a damaging effect on some children’s education and wellbeing. The measures reportedly imposed penalties for relatively minor infractions, with the programme’s publicity asking whether a pupil should receive detention for looking out of a window.

Supporters of firm discipline argue that clear rules can improve behaviour, reduce classroom disruption and allow teachers to concentrate on lessons. Critics, however, say highly prescriptive systems can punish children unnecessarily and may be particularly difficult for pupils with additional needs.

The investigation comes weeks after Athena announced that it would dissolve and transfer its nine schools to other academy trusts.

Athena said engagement with families had demonstrated a “clear need for change”. Its trustees concluded that transferring the schools offered the best prospect of long-term stability for pupils and their communities.

“There will be no immediate changes for students, staff or families, and the day-to-day operation of schools will continue alongside our change agenda,” a trust spokesperson said, according to Tes.

The trust is expected to work with the Department for Education to find new organisations to run its schools. At the time the dissolution was announced, no successor trusts or timetable for the transfers had been confirmed.

The controversy forms part of a wider national debate over so-called zero-tolerance behaviour policies. While some schools credit strict routines and consistent sanctions with improving academic results, opponents question whether such approaches give teachers enough discretion to consider individual circumstances.