As educators, we strive to assist students in meeting the challenges of school and life. Unfortunately, we rarely step aside from our position and biases to consider the impacts and implications of sustained behaviour change on students and the results of the behaviour interventions we administer.

Ethically speaking, all students have the right to make their own decisions, good or bad. As such, behaviour change within the classroom and controlling behaviour according to societal expectations pose many ethical issues – and while we may act with the best of intentions, we often get it wrong.

When using behaviour change in the classroom, it is essential first to identify the following:

What are the moral and ethical considerations of behaviour change?

Who is the change in behaviour for?

What might the consequences be, intended or otherwise?

Beyond this, it is also essential to examine the emotional state and history of those whose behaviour we’d like to change and to consider the broader impacts of our role in changing behaviours in children. Remember this: while getting a student to do the desired behaviour is possible, that does not always mean we should. Behaviour change, notably when behaviour is linked to a highly emotional state or pre-existing trauma, can cause or exacerbate traumas.

There are inherently ethical and moral considerations in teaching others about behaviour change. Take a minute to consider the environment you grew up in and how discipline and reward were administered in your childhood and education.

· Was this overall a good experience?

· Was it effective?

· Looking back, do you have positive or negative memories?

· How have the behaviour and discipline expectations changed over time?

Corporal punishment was only banned in schools surprisingly recently (1991). Today, punishments heavily reliant on removing pleasant experiences and adding unpleasant experiences are the norm for managing student behaviour.

When you look back at this kind of behaviour through the lens of the present day, we can see that we teachers have not always demonstrated the moral, ethical, or “good” behaviours that we expect from our students. With this in mind, I am reticent to champion a new behaviour model as, without consummate understanding and rigorous research, any program, model or theory used as a basis for changing behaviour can become immoral or unethical OR can be used. Immorally or unethically?

Each person has the right to make autonomous decisions that include risks to themselves or others, and teaching theory and intervention to those not aware of or compelled by ethical considerations may be unethical. As such, I urge you to reflect on your biases and stance on behaviour and come to a wholehearted understanding of why you want to modify a student’s behaviour. From which need does this behaviour change stem? Is the desired behaviour best for the student or yourself?

Another example:

A student on the autism spectrum has many stimming responses to stimuli, including chest percussion. This student repetitively hits their sternum, which produces an alarming sound for the educator. The educator begins an intervention focused on changing this behaviour to the student instead hitting the tops of their legs to reduce their discomfort.

· Is the educator right in changing the student’s behaviour?

· What experiences have you had that are informing your decision?

· What policies are informing your decision?

What if the student has been stimming in a manner that has caused them to fracture their ribs in the past?

· How does this change the ethical nature of the situation?

· How does this new information change your response?

· What, if anything, has now changed in your thinking?

It is imperative to consider the context that behaviour change takes place. Moral standards and interventions change, but an excellent way to measure if an intervention is appropriate to change behaviour or not is to consider if it is in the best interest of the student and only of the student.

While it may feel frustrating that we need to consider this area of behaviour before we even talk about actionable theory or processes to use in the classroom, ethical and moral considerations are an intrinsic component of behaviour change – when learning the tools of behaviour change, we must use them appropriately and with the best interests of the student in mind. The universal model you will be learning can be used for positive and negative change. Without a firm grasp on the ethical and moral considerations, there is room for accidental and unintended abuse.

Explore the 5 Whys model, applying it to some of your decisions as a teacher and even to some personal choices. Is this an effective tool to help you understand influences that impact your decision-making and how you respond to behaviours?

Once you feel confident with this system, practice this skill on-site by simply considering the impact and influences of your interventions during a school day.

When you command a student to put their hat on, reprimand a student for not putting their hat on, or tell a child to sit and listen with the ‘5 Ls’, consider why you have made this a behaviour expectation. Is it for your convenience as a teacher or the student’s benefit as a learner?

Remember, this is not an assessed MOOC. Only by being honest about your intentions can you gain the most advantage from this course.