The Department of Education is currently undertaking a review of the use of restraint and seclusion in educational settings and has published interim guidance.
Good Behaviour at School' leaflet for parents
Parents have the biggest single influence on their children’s lives and are their children’s prime educators. Parental encouragement is crucial if children are to do well in school and research clearly shows that children whose parents are involved in their education at all stages do better at school and later in life.
This leaflet gives some ways for schools, parents and pupils to help each other. The information is available in large print and alternative languages.
Guidance literature for schools
This circular advises of legislation requiring the implementation of discipline policies in schools and provides additional support to schools in the matter of suspensions and expulsions.
This document provides guidance for staff to develop and review their policies and procedures surrounding the way pupils behave in schools. It reflects strategies and examples of good practice to help promote and maintain positive behaviour in schools.
Reasonable force
All schools have a pastoral responsibility towards their pupils and should take all reasonable steps to ensure that the welfare of pupils is safeguarded and that their safety is preserved.
The need to use reasonable force to restrain or control a pupil should be rare. However, if a pupil’s behaviour threatens the safety of other pupils and staff, a member of staff may use such force as is reasonable in the circ*mstances to prevent the pupil from
- committing an offence
- causing personal injury to, or damage to the property of, any person (including the pupil him/herself)
- engaging in any behaviour prejudicial to the maintenance of good order and discipline at the school or among any of its pupils, whether during a teaching session or otherwise
Article 4 of the Education (Northern Ireland) Order 1998 clarifies when it may be appropriate for a member of staff to use reasonable force.
This circular provides clarification and guidance on the use of reasonable force, by teachers and other authorised staff to restrain or control pupils in certain circ*mstances. It gives guidance about who can use reasonable force, when it is appropriate to use it, and the procedures for recording incidents where reasonable force was used. The circular also advises that schools should have a written policy about the use of reasonable force which should be made known to parents.
Model policy
The purpose of every school should be to create a safe and secure environment where all children are enabled to achieve their full potential and to be educated with respect and dignity. The model policy should be incorporated into a schools mission statement and enable staff to develop in the area of reasonable force.
The guidance in this framework been developed in line with guidance from 'Towards a Model Policy in Schools on the Use of Reasonable Force'.
Suspensions and expulsions
Every school must have a written discipline/behaviour policy which outlines the behaviour which it expects from registered pupils and the sanctions which it will impose for breaches in discipline.
Sanctions are an integral part of a school’s policy in order to uphold the school’s rules and procedures. Sanctions will vary from removal of privileges and completion of additional work to, in extreme cases, a suspension or expulsion (following a suspension).
More information on the procedures around the use of suspensions and expulsions can be found at the link below;
FAQs
Follow class directions and expectations. Be punctual. Accept responsibility for your academic progress. Accept positive and negative consequences.
How do you address behavioral issues in school? ›
Suggestions for intervening in a disruption
- Keep your focus on the student. ...
- Be clear about the behavior. ...
- Nip the situation in the bud, referring to the syllabus regarding expectation and behavior. ...
- Distress is often the cause of a disruption. ...
- If you need to ask the student to leave, do so clearly and directly.
Create behavior expectations that are phrased positively, stating what you want students to do rather than what you don't want them to do. For example: “We will not use cell phones during class,” could be phrased as a positive behavior expectation as, “We will pay attention while others are speaking.”
What is the expected behavior in school? ›
Rules
| Behavior Expectation | Classroom Rules | Hallway Rules |
|---|
| Be safe | Use walking feet Use gentle touches | Use walking feet Use gentle touches Stay together |
| Be responsible | Follow directions | Follow directions |
| Be respectful | Use kind words | Use kind words Use quiet voices |
Acceptable Behavior
- Communicate appropriately by using the right language for your audience.
- Keep things private. ...
- Respect others by being courteous and polite, even when disagreeing.
- Be an “upstander.” If someone is being bullied, stand up for that person and report the behavior.
- Report inappropriate behavior.
Unacceptable behaviour (including bullying, harassment and victimisation), may involve actions, words or physical gestures that could reasonably be perceived to be the cause of another person's distress or discomfort. Bullying or harassment may be by an individual against an individual or involve groups of people.
What is the punishment for bad behavior at school? ›
Discipline at school usually involves having a child lose recess for the day, doing an extra assignment or classroom chore, or staying after school for detention. Most teachers also routinely notify a child's parents when a child breaks a school rule.
How can you discipline a child who is misbehaving in class? ›
Classroom Discipline
- Both the student and teacher understand what the problem behavior is and what the expected consequence is for the misbehavior.
- The appropriate consequence is consistently applied every time the misbehavior occurs.
- The manner you deliver the technique matters (calm versus aggressive)
Disruptive behaviours such as being out-of-seat, calling out in class, tantrums, swearing, screaming or refusing to follow instructions. Violent and/or unsafe behaviours such as head banging, kicking, biting, punching, fighting, running away, smashing equipment or furniture/fixtures.
How do you write a report about a student's behavior? ›
It is recommended that you first write your report in a word processor such as Microsoft Word before submitting a report.
- Avoid language that labels, demeans or stereotypes the individual.
- Avoid generalizing and describe specific behaviors.
- Avoid providing diagnoses for someone; instead, describe the observed behaviors.
Here are the four steps. Anticipate, develop a plan, prepare the children, and recognize children's appropriate behavior. To anticipate behaviors means that the teacher needs to do some work ahead of time.
Why is behavior important in school? ›
Importance of Behavior Management in the Classroom
Behavior management in the classroom is essential, for it not only affects learners themselves but can cause them to become valuable members of society. Such students will develop trust, ability, and mutual cohesion in class.
What are good and bad behaviors examples? ›
Good behaviors are typically those that are helpful, kind, and respectful. They can also be those that are honest, responsible, and fair. Bad behaviors, on the other hand, are typically those that are harmful, selfish, and disrespectful. They can also be those that are dishonest, irresponsible, and unfair.
How do you address behavioral issues? ›
How to handle difficult behaviour
- Do what feels right. What you do has to be right for your child, yourself and the family. ...
- Do not give up. Once you've decided to do something, continue to do it. ...
- Be consistent. ...
- Try not to overreact. ...
- Talk to your child. ...
- Be positive about the good things. ...
- Offer rewards. ...
- Avoid smacking.
Engage the student: The first part of any effective conversation involves engaging the student. This can be done through a regular greeting like “Hey” or asking an opening question like “How are you doing?” As you start engaging the student, it's important to focus on the issue at hand.
