How to build a behaviour policy with inclusion at its heart
If the behaviour policy of a school doesn’t work for all, then it doesn’t work at all, says Jarlath O’Brien, who offers five steps to ensure that children with SEND are not disproportionately penalised
It is common to hear schools demanding consistency in behavioural practice. This is often taken to mean that the response to a particular misdemeanour will always, without exception, be the same. And you can see why people might think it’s a good idea. But such an approach is unrealistic and likely to result in one of two things: a school that operates contrary to its stated behaviour policy, which is problematic in its own way; or a school that excludes children, both formally and informally, unnecessarily.
The reason is often, but not always, children with SEND. For example, I once hosted a ...