What
is challenging behaviour?
Challenging behaviour, in the school context,
encompasses behaviour that:
• Interferes with the
pupil’s own and/or other pupils’ learning;
• Disrupts the day to day
functioning of the school;
• Jeopardises the right
of staff and pupils to a safe and orderly environment;
•
Has a duration, frequency, intensity or persistence that is beyond the normal
range that schools tolerate; and
•
Is less likely to be responsive to the usual range of interventions used by the
school to address pupil misbehaviour.
A perusal of the behaviour records of most primary
schools will provide clear examples of different types of challenging behaviour
displayed by children. These include:
•
Aggressive behaviour, including pushing, punching, kicking, biting, scratching,
and threatening behaviour and verbal abuse;
• Disruptive behaviour,
including screaming, tantrums, non-co-operation, running away;
• Destructive behaviour,
including destruction of property and the environment;
• Withdrawn behaviour,
including refusal to respond, such as elective mutism;
•
Stereotypical behaviour, particularly in children with learning disabilities
and autistic spectrum disorders, which can include rocking, repetitive
vocalisations, ritualistic hand movements;
• Self-injurious
behaviour, including head banging, scratching and poking.
There are many reasons why children behave in a
challenging manner. Therefore, identifying why they do so can be the key to
finding a solution to the problems caused by the behaviour. This analysis must
include a consideration of the behaviour and the context in which it occurs.
There are a number of considerations to bear in mind
when understanding behaviourally challenged children:
·
Children
may experience communication difficulties
o
If a child is unable to express his/her
needs or wants because of a lack of understanding or ability to use language,
inappropriate behaviour may be used to express those needs. In such cases,
teaching a child to use acceptable ways to communicate his/her needs may form
part of the solution.
·
Environmental
factors
o
Children may react negatively to noise,
heat and cold or to invasion of their space. Some children, particularly
children with autistic spectrum disorders, may be over sensitive to certain
stimuli such as noise, and may therefore react by displaying challenging
behaviour.
·
Attention-seeking
o
Some children may be unable to manage a
particular task and may be frustrated or bored. However, attention-seeking
behaviour can also be a learned behaviour which has been effective in the past
in ensuring that children get what they want. Even negative attention can be
motivating for some children, especially if they feel that this is the only
attention they receive.
·
Socio-economic
disadvantage
o
Poor social skills and language
development, associated with poor parenting skills may lead to a child
exhibiting challenging behaviour. This behaviour may be used as a survival
technique in the child’s environment.
·
Underlying
medical cause or reasons
o
Some forms of challenging behaviour are
particularly associated with certain conditions and disabilities such as
repeated and involuntary body movements (tics) and uncontrollable vocal sounds
(Tourette’s syndrome) or ritualistic or obsessive behaviour (Autistic Spectrum
Disorders).
The most effective method adopted by teachers when
attempting to manage challenging behaviour is to prevent it occurring in the
first place. Containment is the easiest option and one we see on a regular
basis.
Mainstream schools are becoming increasingly inclusive, and therefore regularly
encounter a situation where they meet children with challenging behaviour as an
aspect of special education. A positive approach to the promotion of good
behaviour benefits all children, including those with special educational
needs. However, approaches must be modified to ensure that they are
developmentally appropriate to the child with special educational needs.
A shared ethos for the school, which emphasises care,
respect and responsibility, can be both a starting point and a result of an
emphasis on positive behaviour. Practical manifestations of such an ethos
include school assemblies where success is celebrated, a welcoming attitude to
parents, ‘buddying’ of younger children or children with special education
needs, a sharing of responsibility with students and the use of children’s
first names. The cornerstone of such an approach is that it is shared by the
whole school community, including staff, children, parents and the Board of
Governors. The approach taken by the school must also be appropriate to the
context in which the school operates, including factors related to the broader
community and the legislation governing this area.
A whole-school approach to the promotion of positive
behaviour also enables staff to support each other. Collaboration involves
staff in discussions about behaviour, without the danger that individuals may
feel that their classroom management skills are being questioned. Staff support
has also been identified as one of the major factors in coping effectively with
incidents relating to challenging behaviour. In schools where there are
particular problems, staff may have a system of calling on the principal or
designated member of staff to assist by removing a pupil, or class group, where
necessary, to calm a difficult situation.
Finally, a sense of common purpose in the promotion of
positive behaviour is very effective in dealing with behaviour in public areas,
such as corridors, assembly areas and the playground/yard. A shared
understanding of what constitutes acceptable behaviour in these spaces, a
willingness by all staff to deal with all children, and facilitating other
members of staff to become involved in situations, leads to a cohesive approach
to behaviour which is more easily accepted by children. Children will test the
limits of every system, and so it is particularly important that a school’s
induction policy ensures that new or substitute teachers are given a clear
understanding of procedures relating to behaviour.
Summary
Steps taken to promote positive behaviour impact
positively on the general climate in the school and the classroom, and minimise
the occurrence of negative behaviour. Nevertheless, despite the best efforts of
schools to develop shared approaches that promote positive behaviour, it is
likely that all teachers and schools will encounter situations of challenging
behaviour.
All children are entitled to an education free from
frequent disruptions in a safe secure environment. Boards of Governors have a
duty to ensure that schools are safe and healthy workplaces for teachers and
others. The promotion of positive behaviour in the school and in the classroom
is necessary if these outcomes are to be achieved. Schools also need to have a
clear policy on how incidences of misbehaviour are handled. Experience has
shown that the effort required in setting up a systematic approach to the
promotion of positive behaviour pays dividends for all staff and students.
It is also important that the staff, who manage this
behaviour on a daily basis, are given the support they need. CPD is not staff support! Staff Well-Being Days aim to take the staff away from the stresses associated with
challenging behaviour; to build cohesion within the team and to teach them
methods to maintain their own personal stresses whilst having FUN!
Grant Stanley 2018
https://uk.linkedin.com/pub/grant-stanley/9b/21a/401
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