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“Say yes to the feelings, even as you say no to the behavior.” ( Siegel &Bryson, 2014)
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Strategies to support behaviour
A shift towards behaviour being viewed more as a form of communication was highlighted within the Special Educational Needs and Disability (SEND) Code of Practice, replacing the term Behavioural and Social Difficulties with Social, Emotional and Mental Health (SEMH) difficulties (Department for Education & Department of Health, 2015). The SEND Code of Practice 2015 highlighted that, where a child was displaying 'challenging' behaviours, the underlying reasons needed to be identified by professionals (Department for Education and Department of Health, 2015).
If a behaviour is not being changed by a strategy then the strategy needs to be changed (Flanagan, 2014) There is still a lack of value on behaviour due to the it still not being seen as a form of communication (Durand, 1993).
Whole School Approach
Research shows that through all staff within a setting, including the Senior Leadership Team (SLT) working together to support the emotional health and well-being of all within the setting, ensures better outcomes for all (Banerjee, Weare, and Farr, 2014). However research has shown little impact from interventions delivered through a whole school approach (Langford, Bonell, Jones, et al., 2015), due to difficulties with school wide implementation (Wilson & Lipsey, 2007; Durlack &DuPre, 2008). A lack of staff engagement and a lack of training impacts implementation of a whole school approach (Lendrum, Humphrey & Wigelsworth, 2013).
Adopting a Whole School Approach (National Children's Bureau, n.d.)
Behaviour Policies
Behaviour Policies
A clear behaviour policy should be implemented within every educational establishment as set out by Ofsted (Department for Education, 2014), stating the use of a mixture of rewards and sanctions within their setting to support the whole school culture for good behaviour (Department for Education, 2022). Click here to read more on the advice to schools on behaviour. Behaviorism theorist Skinner (1935) supports this as he believed that through reinforcement a behaviour would be strengthened whether the reinforcement was positive or negative.
However, Special Educational Needs (SEN) children have the highest rates of exclusions, with the highest rates being those who do not have and Educational Health and Care Plan (EHCP) in place (Department for Education, 2022) Autistic children are twice as likely to be excluded compared to children with no special educational need (Department for Education. 2020). This may be due to a rise in 'zero tolerance' behaviour policies (House of Commons Committee, 2018), therefore suggesting that the use of the current behaviour policies does not support all children especially children with SEND.
By implementing a trauma informed practice, that not only improves academic achievement but improves children's confidence, emotional regulation and the building of relationships (Roseby & Gascoigne, 2021; Wall, 2021), allows new policies to be implemented that support all children including those with SEND (Emerson, 2022). Trauma informed polices ensure students feel safe and their needs are being met holistically, there is an understanding of the impacts of trauma, as well as adapting to the needs of the individual child ( Jacobson, 2021).
Trauma Informed Practice
Trauma Informed Practice
Research has shown that children with SEND are significantly more likely to suffer from Adverse Childhood Experiences (ACE's) (Sullivan, 2009; Horner-Johnson & Drum 2006). Skelly (2020) suggests that recovering from traumatic events for children with SEND will also be more difficult. Therefore trauma informed practice is essential as Maslow (1943) states ensuring that a a child's basic need of safety is met enables that to reach their full potential.
Over the years, schools have used rewards based policies which have shown to have only short term effectiveness in behaviour management (Freiberg & Lamb, 2009). Many schools according to Petrone and Stanton (2021) may be trauma producing, due to children having to face consequences to behaviour that they are unable to conform to. Behavioural difficulties can increase due to the impact of traumatic events (Galletly,Van Hooff & McFarlane, 2011; Connell, Pittenger & Lang, 2018). Children with SEND have a higher risk factor for behavioural difficulties (Murray & Greenburg, 2006).
Children with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) have difficulties with Executive Function (EF), trauma causes the brain to stop functioning, increasing the anxiety that the child is experiencing and increasing the difficulties in their executive function (Jacobson, 2021). Children will be therefore be stuck in a continuous fight or flight response, as Goleman (1995) explained when a threat is perceived our amygdala is hijacked and we are no longer in control of the response.
Through Trauma informed practice and restorative practice, supporting children holistically, supporting children to feel safe and understanding and reacting to the children's needs (Jacobson, 2021) enables the child to build trusting relationships with adults therefore allowing them to develop their emotional regulation skills and the ability to communicate their needs in a more socially acceptable way.
"We don't get to decide if we have challenging students in our classes, but we can certainly decide how we respond to them." (Tomlinson, 2012)
(Science Animated, 2020)
Amygdala Hijack (County Durham and Darlington NHS, [n.d])
(Reels in Motion Video Production, 2016)
Behaviours that may be displayed when an insecure attachment is formed:
finding it difficult to ask for help
struggling to form positive relationships with adults and peers
struggling to concentrate
struggling to calm themselves down
both demanding and rejecting attention or support at the same time
becoming quickly or disproportionately angry or upset, at times with no clear triggers
appearing withdrawn or disengaged from activities
daydreaming, being hyperactive or constantly fidgeting or moving (Mentally Healthy Schools, 2020)
Relationships and Attachment
Children who have Special Educational Needs and Disability may find forming attachments difficult for a number of reasons (Howe, 2006) Research has also shown that exposure to trauma can have a detrimental effect upon the development of attachments ( Carlson, Cicchetti, Barnett et al, 1989).Bowlby (1980) stated that children's social and emotional development was impacted by the relationships with their primary caregiver. Please see Theories for more information.
Children who develop insecure attachments can have long term detrimental effects including emotional difficulties that may present as challenging behaviours (O'Connor &Russell, 2004) however professionals regularly misinterpret disengagement,impulsivity and lack of cooperation as conduct issues ( Kennedy & Kennedy, 2004). Attachment difficulties are identified in nearly 80% of children diagnosed with ADHD ( Moss and St-Laurent 2001). An estimation of one in three children have insecure attachments to their caregiver which impacts their behaviour and school performance (Bergin & Bergin, 2009), therefore it is important to acknowledge this as an important factor within classrooms.
Through the use of emotion coaching and becoming attachment aware the behavioural incidences will reduce through building positive relationships between teachers and children (Rose, McGuire-Sniekus & Gilbert, 2015). The brain is able to adapt through positive relationships, however continuous adverse experiences can be detrimental to the brain structure (Cozolino, 2013 ). Effective physiological reactivity in times of stress can be established through nurturing environments that provide secure attachments and sensory stimulation due to enabling the development of vagal tone (Feldman, Singer & Zagoory, 2010).
click here to read more on Emotion Coaching
Early Intervention
Early interventions provide support for not only the child but the people around them, through reducing their risk factors and increasing the protective factors in their lives (Early Intervention Foundation, n.d.).
Where a child is displaying challenging behaviours or even behaviours of concern to a parent or professional, Early Intervention is crucial as this will ensure that the correct support is accessed for the child and their family. This is inline with the United Nations Rights of the Child Article 23, which emphasises that disabled children have the rights to be supported to participate fully in society with access to a range of services (UNICEF, n.d.). Early Intervention allows the unmet needs of the child to be met (Sapiets, Totsika & Hastings, 2021) allowing parents and professionals a better understanding of how to support the needs of the child best.
Whilst early intervention is important, the expertise of parents who have children with SEND is not recognised (Case, 2000; Mitchell & Sloper, 2001). As Bronfenbrenner (1979) suggests, through interactions within the ecological systems the impact on the child will alter. Therefore to ensure the best outcomes for the child it is important that all agencies work together to provide support and parental views are listened to.
The video below show the impacts that support can have upon a child and their families.
(The Challenging Behaviour Foundation, 2021)
Supporting Parents
Challenging behaviours do not just impact within an educational setting, parents, siblings and other family members are also impacted (Dunlap, Ester, Langhans, & Fox, 2006; Long, Gurka, & Blackman, 2008). Relationships between professionals and parents, help ensure that interventions to support challenging behaviours are successful (Buschbacher, Fox, & Clarke, 2004; Duda, Clarke, Fox, &
Dunlap, 2008).
However, parents do not always feel listened to by professionals. This is especially true for parents of children with Autistic Spectrum Disorder (ASD), where they may be able to hide their ASD symptoms to engage in social situtaions (masking/camouflaging) (Gould & Ashton-Smith, 2011; Tierney, Burns, & Kilbey, 2016). Behaviours within school can be different to the behaviours that parents or carers experience at home, as Attwood (1998) suggests it is like a Jekyll and Hyde character.
In the podcast below, guest speaker Amanda Sokell discusses the impact of masking and how schools and parents can work together to support children.
(Currigan & Shackleton, 2022)
“parents are the child’s first and most important teacher” (Ferrell, 1985)
“We cannot change, we cannot move away from what we are, until we thoroughly accept what we are. Then change seems to come about almost unnoticed.” (Rogers, 1960)
The Accept Approach for Neurodiverse children
ASD is identified as a primary need in one in three pupils with an Educational Health and Care Plan (Department for Education, 2022), alongside the rates of exclusions previously mentioned, it highlights that effective strategies within educational settings are not in place.
Children with autism, in line with the social model of disability, are not broken and therefore do not need to be fixed (Haegele and Hodge, 2016). Evidence over the years has shown that not one strategy will support all autistic children (Guldberg, 2017).
Through the Accept Approach, the problem that the child is experiencing should not be viewed as a deficit, the child is to be supported to accept themselves within the problem which will eventually allow them to naturally move on from the problem (Yorke, 2021).
Where a behaviour has been identified as a struggle, support is provided not by providing a solution to the problem but identifying what support requires acceptance (Yorke, 2021). Supported by Vygotsky's (1978) Zone of Proximal Development, identifying the area of need that requires support by a more knowledgeable other, to enable them to achieve eventually without support.
The Four Foundations (Yorke, 2021)
(Accepting Behaviour Education Channel, 2022)
(Shalamar Children, 2022)
PACE
Through, Playfulness, Acceptance, Curiosity and Empathy relationships will be enabled to grow supporting the emotional well being of all (Golding and Hughes, 2012). This strategy can be used by both parents and professionals enabling consistency, which has been proven to enable children to have higher level of social competence and lower levels of problem behaviours (Garner & Estep, 2001; Halberstadt, Denham & Dunsmore, 2001).
To read more on the PACE method for schools click here.
(Emotion Coaching UK, 2021)
Child Voice
Section 19 of The Children and Families Act 2014 sets out the legislation that requires the child's voice to be obtained in regards to their care and education. Although research suggest that children's voices may not be heard due to the willingness of professionals to listen (McCluskey, 2014)
The observable behaviour is the start of the child's voice being heard. Enabling the people supporting the child by not only listening to the child's voice but interpreting what is being communicated and being able to respond in an appropriate manner (Clark and Moss, 2011) allowing the unmet needs of the child to identified.
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