Enquire’s new resource for professionals provides support and guidance on managing behaviour-related incidents in educational settings. Based on discussions with professionals, as well as input from young people, it offers a timeline of support which sets out the variety of ways that professionals can support children in distress. Here, Beth Fyfe explains more.
Our latest resource for professionals, Managing Behaviour in Schools: A Timeline of Support, has been designed to offer practical advice and guidance on managing behaviour-related incidents in educational settings. This is an area we hear about a lot in our work, both from professionals as well as parents, carers, children and young people. Recently, it gained further attention as the Scottish Government published their latest Behaviour in Scottish Schools Research (BISSR) (2023).
The BISSR report shared some shocking statistics about behaviour in schools and the difficulties faced by school staff in managing these needs. It stated, for example, that ‘in the last week’ two-thirds of school staff had encountered general verbal abuse, 59% physical aggression, and 43% physical violence between pupils.
However, the report did not have space to explore what, practically, can be done to improve behaviour in schools. It also did not include the voices of any children and young people. We wanted to create something that would contribute to both of these gaps in the work.
Our resource has been produced based on the insights and ideas shared by those who attended our workshop at the Children in Scotland Annual Conference 2024. We are so grateful to everyone that engaged with our session, including school staff, support workers, and members of the third sector, and were particularly impressed by the young people who took part and shared their experiences of behaviour in schools.
Understanding and responding to need
Our workshop began by first examining the language of behaviour in schools. We chose to use the term ‘distressed behaviour’, as this recognises that behaviours themselves are the result of a child being in distress. A child who is upset, frustrated, or anxious may act in ways that are difficult, or even unsafe. To address the behaviour we must understand the root cause of this distress so that the right support can be put in place.
We then shared our understanding of the relationship between distressed behaviour and additional support needs. Children with additional needs should not be assumed to have more behavioural issues, but we must understand that a child whose needs are not met is more likely to be distressed. Meeting children’s needs is not only a legal duty, but an important way of supporting improved behaviour in schools.
We also shared what the Inclusion Ambassadors had told us about behaviour in schools. Their Relationships and behaviour summary paper makes clear the importance of communicating calmly and taking time to understand the individual needs of the child.
Input from professionals and young people
Our workshop created space to talk about the impact of distressed behaviour on the child themselves, their peers, their family, and the professionals who support them. We then asked our workshop participants to discuss the different ways that distressed behaviour could be supported in schools. Participants shared and discussed ideas based on their own expertise and experiences.
We asked our participants to use a timeline structure to set out the different ways that children can be supported, from what can be done in the immediate moment, through to the longer-term strategies that can act as preventative measures. We decided to maintain this timeline structure when developing our resource.
A timeline of support
Our Managing Behaviour in Schools: A Timeline of Support resource sets out the different ways that children in distress can be supported. Ideas and advice are set out in different stages, from managing the incident itself, steps to take in the days and weeks following, and ways to move forward together to create a positive and supportive school environment.
The resource aims to recognise that supporting distressed behaviour in schools is an ongoing process that involves providing support before, during, and after an incident. It emphasises that managing behaviour is a team effort – the child, their family, school staff, and other professionals can and should work together to support children to have more positive experiences at school.
We hope it proves a helpful tool for professionals working in schools and early learning settings to recognise and reflect on the variety of ways that they can support children in distress.
Beth Fyfe is an Advice and Information Officer with Enquire
Access the Managing Behaviour in Schools: A Timeline of Support here
Visit the Managing behaviour webpages
Visit our professional pages for more advice, information and practical tips for professionals working with or supporting children and young people with additional support needs.