Best Practice

Using ABC charts to support the good behaviour of (vulnerable) students

What is challenging behaviour and what causes it? And how can the use of ABC charts and wider professional reflection help schools to support the good behaviour of vulnerable learners? Darren Martindale offers some practical advice
Image: Adobe Stock

As a virtual school head and inclusion manager for a large local authority, I have daily discussions with headteachers, SENCOs and other senior leaders in schools about how they can support students who are struggling with behaviour or emotional wellbeing.

Some of the children we are discussing are in crisis – at risk of permanent exclusion and in many cases involved with social care, early help, youth offending, or other services.

Let me be clear: every day I see evidence of skilled, dedicated staff doing everything within their power to support their students and doing a cracking job.

But, despite this, some schools say that not all staff feel confident about identifying difficulties and knowing how to respond. Some students report that the way some school staff respond to their needs could make things worse. We know that sometimes (or often) children are excluded due to unidentified or unmet needs.

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