What is the thinking behind this approach?
At an individual, classroom, and centre level . . .
Behaviour is not "good" or "bad". It serves a purpose because it pays off in some way and is weakened or reinforced by what happens after.
If you want to support a child or young person to improve, you need to understand the relationship between the behaviour and its purpose.
Children and young people can be resilient and can do well despite adverse circumstances. Teachers can support resilience.
Children and young people need at least one competent and caring adult and opportunities to experience success.
Plenty of positive contact with individuals or groups of children and young people can significantly reduce challenging behaviour for up to 90% of children and young people.
At a whole-school level . . .
- The most successful whole-school approaches address behaviour in a well-coordinated and multifaceted way.
- Whole school interventions rely on establishing the positive social values of relating to one another and learning that are important to the school community.
- Whole school interventions are more effective when they are accompanied by universal learning behavior expectations that are created in partnership with the wider school community.
- The way the school and community system functions has a powerful influence on school life and the well-being of students.
- Whole-school approaches to behaviour set strong foundations for positive behaviour and learning to thrive.
- Involving the whole school community (students, teachers, parents and whānau, and health professionals) in designing and delivering change is seen as more effective approaches based only on programmes delivered through the school curriculum.
- Plenty of positive contact with individuals or groups of children and young people can significantly reduce challenging behaviour for up to 90% of children and young people.