Secondary Interventions

For those students within a school or classroom whose challenging behaviour cannot be addressed by whole school support strategies alone additional systems need to be put in place. This involves gaining a clear understanding of the specific needs, behaviours, motivators and triggers for each student within this group – student profiles. From these can be developed individual learning plans and positive behaviour support plans, again one for each child in the group.

As for whole school support systems, consistency is essential for the success of these support strategies, both for teaching staff and students. The use of profile and plan templates, for example, helps stabilise and structure the process for teachers. Also, documenting trials and successes in this way can lead to identifying specific strategies that may be effective for more than one student within the group. This approach benefits students, meanwhile, because it ensures consistency – with casuals and teachers who are new to them, for example, and in the playground or away from their usual classroom.

Student smiling while baking a cake
Group support strategies for students with challenging behaviour will always have the greatest chance of success if a team approach is adopted from the start. This means a school’s Learning and Support team works together proactively and collaboratively to gather the information they need, create profiles and develop the individual student plans that are right for them.

You already have the building blocks for success. Remember your Quality Teaching Framework