Starting Point
Starting Point
Embedded Files
- Schools are complex settings, deserving of considered improvement planning.
- Meaningful improvement work targets improved conditions for teaching, learning and wellbeing.
- Rather than importing best practices, we consider promising practices and anticipate that they will be shaped and formed by the features, conditions and needs of the individual school setting.
- In an ecological view of the school setting, student behaviour is not considered as an isolated, stand-alone domain. It is considered as one element in a complex interplay of setting, student needs, relationships, pedagogy, adult efficacy, curriculum, protective factors, risk factors, and family, community, and societal influences. Each class and classroom setting is complex, and different from all others because of the specific interplay of these elements. The same class can differ, depending on conditions and setting (subject, teacher, environment, practical or theory).
- In working to reduce the incidence of unproductive behaviours, we consider what is happening at school, year and class levels and plan strategies and protocols to improve learning, teaching and wellbeing conditions for identified groups, using a multi-tiered approach (Tier 1 and Tier 2 for groups of students, Tier 2 and Tier 3 for individual students).
- A common language for grouping and describing behaviours and barriers to full school participation is essential for staff and protocol coherence.
Grouping and describing behaviours and barriers to full school participation
Grouping and describing behaviours and barriers to full school participation
Some useful grouping and describing starting points are:
Some useful grouping and describing starting points are:
- Behaviours that cause adult concern.
- Barriers that may contribute to an unsuccessful, or less than successful, educational pathway.
- The question: What are we doing for students who…(fill in the condition or circumstance)?
Leaders in schools will already be using and promoting precise and non-judgemental descriptions of behaviour. Conversations at appropriate staff forums help determine the types of behaviours causing adult concern and the types of barriers faced by students at the specific school. At some point (determined by leadership as being most likely to elicit informed data) students are also asked to identify behaviours of concern and barriers to full school participation.
Leaders in schools will already be using and promoting precise and non-judgemental descriptions of behaviour. Conversations at appropriate staff forums help determine the types of behaviours causing adult concern and the types of barriers faced by students at the specific school. At some point (determined by leadership as being most likely to elicit informed data) students are also asked to identify behaviours of concern and barriers to full school participation.
Give the behaviour (or group of similar behaviours) or barriers (or group of similar barriers) a name. Call each of these a domain. These domains may differ from school to school. It is important not to use a pre-determined list of domains, as this diminishes the process of assessing what is happening in the specific school.
Give the behaviour (or group of similar behaviours) or barriers (or group of similar barriers) a name. Call each of these a domain. These domains may differ from school to school. It is important not to use a pre-determined list of domains, as this diminishes the process of assessing what is happening in the specific school.
Students who present behaviours suggesting Social, Emotional or Behavioural Difficulties
Students who present behaviours suggesting Social, Emotional or Behavioural Difficulties
The term Social, Emotional or Behavioural Difficulties (SEBD) is not a diagnosis or a disability. It is a term used to trigger a protocol of questions to help guide decisions, action and supports. It encourages us to move beyond thinking of behaviours as ‘good’ or ‘bad’, and towards the noting of behaviours that cause adult concern and the initiating of skilled and informed responses and supports for the child or young person displaying the behaviour.
The term Social, Emotional or Behavioural Difficulties (SEBD) is not a diagnosis or a disability. It is a term used to trigger a protocol of questions to help guide decisions, action and supports. It encourages us to move beyond thinking of behaviours as ‘good’ or ‘bad’, and towards the noting of behaviours that cause adult concern and the initiating of skilled and informed responses and supports for the child or young person displaying the behaviour.
Here is an SEBD Protocol from Understanding Child and Adolescent Behaviour in the Classroom (Armstrong, et al 2016).
Here is an SEBD Protocol from Understanding Child and Adolescent Behaviour in the Classroom (Armstrong, et al 2016).
Definition of SEBD
Definition of SEBD
Any behaviour by a child or young person that causes an adult’s concern, and signifies unusual, disturbing or confronting behaviour outside the ‘normal’ spectrum of experience.
Any behaviour by a child or young person that causes an adult’s concern, and signifies unusual, disturbing or confronting behaviour outside the ‘normal’ spectrum of experience.
- Does this behaviour cause adults concern? Is this concern purely my own or is it shared by other adults?
- Is the behaviour happening just at school, or also at home and in other environments? Does this require immediate intervention on child welfare grounds? Is this an expression of distress? Is the behaviour likely to cause self-harm or harm to others? Should I involve caregivers at this point? Who else do I involve?
- Is the behaviour because learning needs are not met?
- Do I, or we, need additional support to better respond to this student’s needs? What school-based supports or interventions are available? Are we meeting needs through the educational response in the classroom? What data do we have on how the child’s needs are being met? Have we asked others (school and home) about their perceptions of how the child’s needs are being met?
- Is a mental health service referral required? How and to whom?
Productive & Unproductive and Safe & Unsafe Behaviours
Productive & Unproductive and Safe & Unsafe Behaviours
Behaviours are named ‘productive’ and ‘unproductive’ to make a link between behaviours, classroom ecologies, learning, teaching and wellbeing. Increasing productive behaviours improves a key condition for learning, teaching and wellbeing. We are more likely to increase productive behaviours when we link calm learning settings to opportunities for building teamwork, collaboration and a student-centred pedagogy.
Behaviours are named ‘productive’ and ‘unproductive’ to make a link between behaviours, classroom ecologies, learning, teaching and wellbeing. Increasing productive behaviours improves a key condition for learning, teaching and wellbeing. We are more likely to increase productive behaviours when we link calm learning settings to opportunities for building teamwork, collaboration and a student-centred pedagogy.
Some unproductive behaviours are externalised and can be disruptive. Persistent low-level disruptive behaviour is regularly cited as the most stress-inducing for teachers. Internalised unproductive behaviours may not be as readily noticed.
Some unproductive behaviours are externalised and can be disruptive. Persistent low-level disruptive behaviour is regularly cited as the most stress-inducing for teachers. Internalised unproductive behaviours may not be as readily noticed.
Some unproductive behaviours are associated with work habits and learning dispositions and may be best included under domains such as ‘Readiness for Learning’, or ‘Work Habits’.
Some unproductive behaviours are associated with work habits and learning dispositions and may be best included under domains such as ‘Readiness for Learning’, or ‘Work Habits’.
Behaviours that present a risk to self or others are called ‘unsafe behaviours’. Many unsafe behaviours can be classified as ‘violent behaviours’. Check that all staff (in NSW Catholic Schools) are familiar with and have access to the document Responding to Violent Behaviour (Part 5A) in children and young people; Guidelines for staff working in NSW Catholic Schools. Ensure that leaders are familiar with requirements to initiate a Risk Assessment and Management Plan (RAMP) when behaviour is deemed to be violent.
Behaviours that present a risk to self or others are called ‘unsafe behaviours’. Many unsafe behaviours can be classified as ‘violent behaviours’. Check that all staff (in NSW Catholic Schools) are familiar with and have access to the document Responding to Violent Behaviour (Part 5A) in children and young people; Guidelines for staff working in NSW Catholic Schools. Ensure that leaders are familiar with requirements to initiate a Risk Assessment and Management Plan (RAMP) when behaviour is deemed to be violent.
Bullying’ can be a misunderstood and imprecisely-used term in school settings. It is better to name a behaviour as ‘unsafe’ and detail how it is unsafe, than to use the generic term ‘bullying’. Behaviours capable of causing psychological harm to the reasonable person can also be defined as ‘violent behaviours’, initiating a Risk Assessment and Management Plan (RAMP).
Bullying’ can be a misunderstood and imprecisely-used term in school settings. It is better to name a behaviour as ‘unsafe’ and detail how it is unsafe, than to use the generic term ‘bullying’. Behaviours capable of causing psychological harm to the reasonable person can also be defined as ‘violent behaviours’, initiating a Risk Assessment and Management Plan (RAMP).
Google Form to collect data from staff
Google Form to collect data from staff
Use a Google Form to collect data from staff. In the secondary school setting, use a separate Form for each Year Group. Domains may be different for different Year Groups. Introduce the data collection at a staff meeting so that clear messages can be given about purpose and proposed actions.
Use a Google Form to collect data from staff. In the secondary school setting, use a separate Form for each Year Group. Domains may be different for different Year Groups. Introduce the data collection at a staff meeting so that clear messages can be given about purpose and proposed actions.
Initially, it is worth considering limiting the reporting of students causing concern to three students for each class. Some staff (not at your school, hopefully) may over-report. Limiting to a specific number gives manageable data about students causing most concern.
Initially, it is worth considering limiting the reporting of students causing concern to three students for each class. Some staff (not at your school, hopefully) may over-report. Limiting to a specific number gives manageable data about students causing most concern.
The promoted thinking is: ‘this student causes me concern, in a wellbeing, behaviour, learning or other domain. I wonder if others have the same concern?’
The promoted thinking is: ‘this student causes me concern, in a wellbeing, behaviour, learning or other domain. I wonder if others have the same concern?’
Sample Google Form
Sample Google Form
Section 2 (repeat as above)
Section 2 (repeat as above)
Section 3 (repeat as above)
Section 3 (repeat as above)
Presenting and Assessing Data
Presenting and Assessing Data
Make the data from the Google Sheet more accessible by presenting it in a table in a Google Doc. Under each domain, list the students causing concern and the number of times the concern is expressed. Don’t include class or teacher name. You don’t want staff to be reluctant to express a concern because of an anxiety that they may be on their own in expressing the concern.
Make the data from the Google Sheet more accessible by presenting it in a table in a Google Doc. Under each domain, list the students causing concern and the number of times the concern is expressed. Don’t include class or teacher name. You don’t want staff to be reluctant to express a concern because of an anxiety that they may be on their own in expressing the concern.
Present the data to forums that can productively discuss the data, including leadership team, middle leaders, intervention team and whole staff team.
Present the data to forums that can productively discuss the data, including leadership team, middle leaders, intervention team and whole staff team.
In doing this, you are promoting a shift to an assessing of the landscape, a ‘what is happening here?’ focus with adult concern the trigger, rather than the specific displayed behaviour. In asking ‘what is happening here?’, in this format, you can anticipate receiving information that has the potential to shift the ways in which adults in the school support students in the replacement of behaviours, mitigation of risks and removal of barriers. Expect the data to reveal:
In doing this, you are promoting a shift to an assessing of the landscape, a ‘what is happening here?’ focus with adult concern the trigger, rather than the specific displayed behaviour. In asking ‘what is happening here?’, in this format, you can anticipate receiving information that has the potential to shift the ways in which adults in the school support students in the replacement of behaviours, mitigation of risks and removal of barriers. Expect the data to reveal:
- Differences between Year Groups.
- Gender-specific differences.
- Differences between settings.
- Differences between subjects.
- Differences depending on the adults in the settings.
- Unanticipated differences.
A traditional discipline policy relies on assumptions: about behaviours and about responses to behaviours. A Student Support Framework relies on assessing what is happening, who it is happening for and where it is happening, before considering what the adults should do as a team in response.
A traditional discipline policy relies on assumptions: about behaviours and about responses to behaviours. A Student Support Framework relies on assessing what is happening, who it is happening for and where it is happening, before considering what the adults should do as a team in response.
It is important to approach this work with an idea of the anticipated outcomes of success. These include:
It is important to approach this work with an idea of the anticipated outcomes of success. These include:
- More students experiencing a successful educational pathway.
- More students experiencing meaningful learning through X number of productive lessons each day.
- More students feeling safe, cared for and valued at school.
- Increased student connection to school.
- An inevitable growth in staff individual and collective capability and associated career and wellbeing benefits.
Acting on data by formulating a plan for a class, Year Group or other defined and identified group of students
Acting on data by formulating a plan for a class, Year Group or other defined and identified group of students
Information gathered will give insight into setting-specific and context-specific behaviours and barriers. Interventions and preventative/responsive strategies reflect consideration of setting, context and potential non-school influences on students.
Information gathered will give insight into setting-specific and context-specific behaviours and barriers. Interventions and preventative/responsive strategies reflect consideration of setting, context and potential non-school influences on students.
Start with the planning of interventions and strategies for specific Year Groups that:
Start with the planning of interventions and strategies for specific Year Groups that:
- Address the largest domain (most students identified with concerning behaviours), and/or;
- Are expected to have the largest positive impact on conditions for learning, teaching and wellbeing and/or;
- Are expected to be the easiest to successfully address.
Ask the questions for each Year Group:
Ask the questions for each Year Group:
- For each domain, who (or which team) is best placed to intervene?
- Within each domain, which students are able to be grouped together for intervention purposes?
- Within each domain, what interventions and strategies are most likely to assist students (and groups of students) replace a behaviour, remove a barrier or mitigate a risk?
Here are some safe bets:
Here are some safe bets:
- Low-level persistent disruptive behaviours are a good place to start. Some students have diagnoses that make it difficult to replace disruptive behaviours. Most students are quite capable of replacing behaviours and most of these will respond positively if the principal or other leader meets with them in small groups and describes the behaviours that need to be replaced, the justification for replacing them and a check-in process for supporting replacement.
- Readiness for learning behaviours include not having the tools for learning, reluctance to start learning and non-completion of previous learning. Students can be grouped initially by hunch: those who have organisational, skill or learning barriers impacting on readiness for learning, those who have disengagement or wellbeing issues impacting on readiness for learning, and those who are quite capable of being ready for learning and have developed some unproductive habits.
- Students with Personal Plans require and are entitled to additional resourcing to ensure full access to learning and wellbeing opportunities and support.
- Students with wellbeing and/or significant attendance concerns require a wellbeing plan or an attendance plan. Formalising plans, in positive partnership with families, is foundational to effective student support.
- Some classes may have multiple students causing concern, in one setting or across settings. A class plan, initiated by a leader, is foundational to effective support.
SAMPLE PLAN FOR A YEAR 9 YEAR GROUP OF 150 STUDENTS
SAMPLE PLAN FOR A YEAR 9 YEAR GROUP OF 150 STUDENTS
An Intervention Team (Leadership Team, Middle Leaders, Leader of Inclusion, Psychologists) meets weekly to assess data, plan interventions and strategies, measure impacts and communicate simple, accessible plans and data to all staff.
An Intervention Team (Leadership Team, Middle Leaders, Leader of Inclusion, Psychologists) meets weekly to assess data, plan interventions and strategies, measure impacts and communicate simple, accessible plans and data to all staff.
Middle Leaders meet weekly (all together, rather than in specific teams) with student support updates and planning first item on the agenda. This is crucial for developing collective responsibility for student learning and wellbeing.
Middle Leaders meet weekly (all together, rather than in specific teams) with student support updates and planning first item on the agenda. This is crucial for developing collective responsibility for student learning and wellbeing.
DDOMAIN
DDOMAIN
INTERVENTIONS AND SUPPORTING STRATEGIES
INTERVENTIONS AND SUPPORTING STRATEGIES
ATTENDANCE
ATTENDANCE
5 students total
1 with a Personal Plan
OFFICE AND STUDENT SUPPORT STAFF, INTERVENTION TEAM
OFFICE AND STUDENT SUPPORT STAFF, INTERVENTION TEAM
Follow established protocols for students at critical risk and high risk including Attendance Plans, family meetings to identify and mitigate risks and barriers.
WORKING AND NOT PROGRESSING
WORKING AND NOT PROGRESSING
8 students total
3 with Personal Plans
INTERVENTION TEAM, LEADERS OF LEARNING, INCLUSION TEAM
INTERVENTION TEAM, LEADERS OF LEARNING, INCLUSION TEAM
Learning Plans, with additional supports.
NOT WORKING
NOT WORKING
13 students total
2 in multiple settings
3 in 2 settings
4 with Personal Plans
PRINCIPAL AND ASSISTANT PRINCIPAL, MIDDLE LEADERS, INCLUSION TEAM
PRINCIPAL AND ASSISTANT PRINCIPAL, MIDDLE LEADERS, INCLUSION TEAM
Principal and Assistant Principal meet with students who are capable/proficient and not working for Learning Plan and family meetings. Leaders of Learning meet with students not working in a single setting to discuss and plan improvement. Inclusion Team review Personal Plans and initiate family meetings.
PERSISTENT UNPRODUCTIVE BEHAVIOURS
PERSISTENT UNPRODUCTIVE BEHAVIOURS
15 students total
1 in multiple settings
3 in 2 settings
5 with Personal Plans
Principal and Assistant Principal
Principal and Assistant Principal
Meet with students in groups (those considered capable of replacing behaviours unassisted and those with unproductive behaviours in 1 or 2 settings) and individually (unproductive behaviours in multiple settings and those with Personal Plans). Plan: replacement behaviours, any barriers, additional supports required, protocols for checking in, communication of goals to staff.
Meet with students in groups (those considered capable of replacing behaviours unassisted and those with unproductive behaviours in 1 or 2 settings) and individually (unproductive behaviours in multiple settings and those with Personal Plans). Plan: replacement behaviours, any barriers, additional supports required, protocols for checking in, communication of goals to staff.
READINESS FOR LEARNING
READINESS FOR LEARNING
13 students total
2 in multiple settings
3 in 2 settings
4 with Personal Plans
PRINCIPAL AND ASSISTANT PRINCIPAL, MIDDLE LEADERS, INCLUSION TEAM
PRINCIPAL AND ASSISTANT PRINCIPAL, MIDDLE LEADERS, INCLUSION TEAM
Organisational support provided in morning mentor group, learning equipment supplied when justified by need and/or as a starting strategy, Middle Leaders oversee and monitor.
UNSAFE BEHAVIOUR
UNSAFE BEHAVIOUR
1 Student with a Personal Plan
PRINCIPAL, ASSISTANT PRINCIPAL AND LEADER OF INCLUSION
PRINCIPAL, ASSISTANT PRINCIPAL AND LEADER OF INCLUSION
Implement Risk Assessment and Safety Plan
WELLBEING
WELLBEING
7 students total
3 with Personal Plans
LEADERSHIP TEAM, LEADERS OF STUDENT CARE, INCLUSION TEAM, PSYCHOLOGISTS
LEADERSHIP TEAM, LEADERS OF STUDENT CARE, INCLUSION TEAM, PSYCHOLOGISTS
Tiered protocols for psychologist intervention, Wellbeing Plans initiated with family support, contacts and check-in protocols established and implemented.
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