Supporting students through behaviour improvement programmes

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What are the implications for practice?

Teachers seeking to improve behaviour in their schools and classrooms may wish to consider the following implications of the findings of these studies:

the studies reported ways in which other behaviour professionals help students including improving their communication skills, helping them with anger management and counseling. Would it help to get together with colleagues to identify the particular needs of pupils in your school and devise, with the help of other professionals, a training programme that targets their needs?
have you noticed (or could you make use of data to identify) a particular group, or groups of students who seem to be falling behind in the classes you teach? Would you find it useful to work in a coaching relationship to identify strategies you could use to help them? Are there ways in which other professionals such as members of a BEST might be able to help in this?
teachers were reported to benefit from training in behaviour strategies. Can you identify areas for your own development that you would like to pursue with a specialist from a BEST or directly from the LA?

School leaders may find the following implications helpful in acting on the messages in the studies:

support from LAs was a significant feature of the programmes. What sort of links would you need to develop with local agencies, such as social services, to develop similar programmes? Would it be feasible to approach your LA to make sure your school is linked to such support?
BESTs are now being created in LAs all over the country, and evidence in the studies suggests that the mix of expertise in the teams makes them particularly flexible in responding to a range of issues underlying social and behavioural problems. To what extent are you aware of or involved in your local BEST? Would it be helpful to include the work of the local BEST as a factor in your whole-school plan?

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction How did the pupils benefit? How did schools and their staff benefit from working with other agencies? What impact did behaviour improvement programmes have on parents, families and the community? How did the location and structure of BESTs affect their work? How did behaviour improvement programmes support schools, students and parents? How was the evidence collected? What are the implications for practice? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Supporting students through behaviour improvement programmes This digest found in Behaviour Send to a friend Word doc 90KB Printer friendly Collate for later What are the implications for practice? Teachers seeking to improve behaviour in their schools and classrooms may wish to consider the following implications of the findings of these studies: the studies reported ways in which other behaviour professionals help students including improving their communication skills, helping them with anger management and counseling. Would it help to get together with colleagues to identify the particular needs of pupils in your school and devise, with the help of other professionals, a training programme that targets their needs? have you noticed (or could you make use of data to identify) a particular group, or groups of students who seem to be falling behind in the classes you teach? Would you find it useful to work in a coaching relationship to identify strategies you could use to help them? Are there ways in which other professionals such as members of a BEST might be able to help in this? teachers were reported to benefit from training in behaviour strategies. Can you identify areas for your own development that you would like to pursue with a specialist from a BEST or directly from the LA? School leaders may find the following implications helpful in acting on the messages in the studies: support from LAs was a significant feature of the programmes. What sort of links would you need to develop with local agencies, such as social services, to develop similar programmes? Would it be feasible to approach your LA to make sure your school is linked to such support? BESTs are now being created in LAs all over the country, and evidence in the studies suggests that the mix of expertise in the teams makes them particularly flexible in responding to a range of issues underlying social and behavioural problems. To what extent are you aware of or involved in your local BEST? Would it be helpful to include the work of the local BEST as a factor in your whole-school plan?