If problem behaviour is causing distress within home life, or interfering with the child's education, it is essential to address the issues occurring to find solutions to help the child and family (NHS, 2020). Follow the link for further advice.

When identifying difficulties with children's behaviour within their learning environment a ‘Positive Behavior Support Plan’ is recommended to support the children's needs throughout their education (Chesterfield Royal NHS Foundation Trust, 2018). Leaman (2009) suggests that counselling and anger management are options for young children but recognises the negative aspect of childrens unwillingness to participate. Kerr (2012) concurs that children with significant developmental or cognitive impairments may struggle with anger management as this requires abstract thinking, and discussing emotions and behaviours. Therefore, using positive behavioral support for children with Special Educational Needs and Disabilities (SEND) has been recognised as a successful behaviour management technique, through the academic evidence-based practice and research around providing appropriate support for pupils (The British Institute of Learning Disabilities, 2013).

Another approach to unwanted behaviour is to use loss of special time to operate as a detent (Lindon, 2009). Although, Marks, et al (2006) suggests that students may become confused and view consequence-based management strategies negatively. Therefore, a simple technique for children over the age of 3, would be for adults to say it once in a friendly reminder tone and once in a firmer tone (Byron, 2005). When confronted with a difficult situation, Rogers (2016) believes that sometimes everyone needs to calm down before any conversation can happen. Therefore, assuring that children have a safe, positive environment to use in situations that need de-escalating, is essential as well as making sure reasonable adjustments have been made for children with SEND (Ofsted, 2021).

Overall, many practitioners believe there is no single technique to meet the demands of children's behaviour (Anderson, and Romanczyk, 1999), so it is consequential for practitioners to understand the child and meet their individual needs, this can be ensured by following the child’s EHCP (Children and Families Act, 2014).

Latifah (2019) acknowledges that when self-management techniques are used by children to manage their thoughts, feelings and actions, responsibility is given to the individual to help them develop. Wilmot, et al (2016) follows on describing self-management techniques to be a beneficial tool for students to be able to observe their own behavior and record it. Self-management techniques have been shown to work with a variety of student populations (Hoff and DuPaul, 1998; Koegel and Koegel, 1999).

Although, when analyzing the negatives of self-management, especially linked within special educational needs, implementing the strategy initially requires considerable time (King-Sears and Bonfils, 1999). Therefore, practitioners should set aside time to guide students to learn how to self-manage and cope with problems that may arise. Rylance (2022) suggest that even plans can go wrong and can be sabotaged, especially when combined with complex needs, therefore it is vital that practitioners are able to demonstrate and model the behaviour expected of the children. When linking behaviour support strategies into self-management, incorporating the 5-point scale into the children's learning is acknowledged to be beneficial, for further information view the Emotional Regulation and the Incredible 5-Point Scale video to the left.

There are many roles of practitioners when dealing with behaviour management within schools. It is important for practitioners to understand children’s behaviour so staff can reduce the impact for the child and discover techniques to manage it (Department of Edcuation, 2017). Emotional coaching has been deemed a successful technique for educational settings, for more information, open Developing Resilience with Emotional Coaching to the right. Lindon (2009) believes that behaviour rises for a reason and children should be guided in their behaviour rather than trying to manage it.

Faupel, Herrick, and Sharp (2017) state that practitioners have improved on identifying, assessing and responding to academic learning difficulties over many years but struggle to do the same for social, emotional or behavioural difficulties, therefore leading to children attempting to get their needs met by demonstrating inappropriate behaviours. With this in mind, professionals must develop critical thinking skills such as independent and reflective thinking to overcome behavioural difficulties that may arise (Ostorga, 2006). Haynes (1996) suggests that practitioners should also ensure that children feel safe and secure within the school. This avoids less bullying and aggression from students (Astor and Benbenishty, 2017), while ensuring a safe, supervised protective environment, provides opportunities for children to explore (Sanders et el, 2004).

Scott 2005 wrote that an effective whole-school approach requires the commitment of an entire school community, and children should experience a sense of belonging and inclusion in schools. Rogers (2006) continues to elaborate on the whole school approach being a framework of policy and practice built from legislation such as The Equality Act 2010 and the Education and inspections act 2006 that try to encourage teacher support, and the development of positive relationships through rights, responsibilities, preferred behaviour and appropriate consequences. Research has shown that training for all staff is a feature of effective behaviour management (DfE, 2013).

• Children having awareness of poverty at an early age can negatively affect their attitudes and behaviours (Field, 2010). Goodman and Gregg (2010) found evidence that pupils from poorer backgrounds were more likely to have behavioural problems such as conduct disorders and hyperactivity.

• Proponents of biological concepts often focus on the brain and genetic factors as the source of challenging behaviour (Edward, et al, 2007).

• Children with autism especially have difficulty with transitions due to the increased anxiety they feel in new situations (Perfitt, 2013).

• Children who experience little structure, guidance and discipline in their life may struggle to relate to classroom rules, therefore may show within their behaviour (Leaman, 2009).

• Some factors for behavioural difficulties have been found to be prosocial, hyperactivity, conduct, emotional and cognitive and peers (Department for Education, 2012).

• Bellanti and Bierman (2000) believe that different types of learning disabilities may affect the development of behaviours in different ways.

The Local offer helps improve the lives of children as well as their families, they provide access to information on the support and provision in their local area (Department for Education, 2018).

Practitioners should work closely with parents and other practitioners and follow the ‘graduated approach’ in the special educational needs and disability (SEND) code of practice. For an explanation of the graduated approach, click the video to the right.

Getting support to the right place as early as possible is crucial for students with behavioural difficulties (Department for Education, 2022) as this can improve students' performance in the learning environment, the quality of a child’s home and family life, and support their mental health whilst preventing further problems from developing (NSPCC, 2021). Department for Work and Pensions (2011) agrees that early Intervention promotes social and emotional development and can improve mental health, physical health, and educational attainment. Algra (2011) expressed the uncertainty on whether early intervention can improve outcomes in infants with a serious lesion of the brain. A number of interventions have benefited children's cognitive development, but in some cases, have not persisted throughout the children's educational journey (Melhuish, et el, 2015).

Daelmans, et al (2015) highlights three areas of intervention:

• promotion of responsive and nurturing caregiving

• supporting maternal mental health

• social protection through poverty reduction strategies that strengthen family capacity to provide for children.

All three interventions can better mental and physical health as well as children’s academic performance.