How do we maintain a positive behaviour culture?

Top takeaway

In How do we create a positive behaviour culture we saw how establishing a positive behaviour culture in schools requires a multi-faceted approach, focused on:

• establishing clear expectations
• fostering positive relationships
• implementing consistent strategies for both reinforcement and intervention. 

This involves training for pupils and staff as well as engaging with parents and the wider community. In this second part of our mini-series, we focus on the three key principles of culture, parents and training.

Working on the positive culture around pupils

We have seen how important a positive behaviour culture is to the success of a school. Use these key strategies to embed a positive approach in practice. 

Establish clear expectations and routines

• Clearly define rules and expectations for behaviour and communicate them consistently to all students. 
• Establish predictable routines for daily activities, which can help reduce anxiety and promote a sense of security. 

 Foster positive relationships

• Build strong, positive relationships with students based on trust, respect, and kindness.
• Create a welcoming and inclusive classroom environment where pupils feel safe, valued and supported. 

 Celebrate successes

• Acknowledge and reward positive behaviour promptly and consistently. 
• Use a variety of positive reinforcement strategies, such as praise, rewards, and special privileges. 

 Teach social-emotional skills

• Explicitly teach students social and emotional skills, such as conflict resolution, kindness and self-regulation. 
• Provide opportunities for students to practice these skills in real-life situations. 
• Avoid confrontation, be understanding and comforting, especially with students struggling to self-regulate.

Building relationships with parents

It is important to appreciate that however successful we believe our school to be, parents themselves may not always have had a positive experience with their school. 

Pupils not only bring their own experience and attitudes to the class but that of their parents too. This is why those relationships with parents and carers are often key to creating a message that is consistent across home and school. 

Taking the time to invest in relationships with parents is essential to smooth cooperation, because the child you see at school is not always the child the parent sees at home. Building positive relationships with parents cannot be left to chance.

Our list of reading and resources (see further below) includes valuable and essential advice.

Be proactive 

Initiate contact with parents early in the school year to establish a positive rapport and address any potential concerns. Put parents at ease by ensuring the school environment is welcoming and inclusive. Ask about the child, find out if they have any anxieties and how they could be addressed. Ask if the parents have any anxieties so that you might quickly put them at ease. Good communication is key.

Be empathetic and respectful

Try to understand parents' perspectives and concerns, even when they are challenging. Focus on shared goals and work together to support the pupil's success. Try to see things from the parent's perspective, which can build empathy and strengthen the relationship. 

Be transparent, positive and honest

Communicate openly about any challenges or concerns, fostering trust and transparency. Frame communication in a positive light, focusing on strengths and progress. Share positive feedback and acknowledge student successes, both big and small. Importantly, follow through on commitments made and maintain a consistent approach to communication and support. 

Where families refuse to engage

For example, if parents fail to attend disciplinary meetings or engage with an action plan, it should be made clear to them that the matter could be escalated to other relevant agencies on safeguarding grounds. While we want to build positive relationships, we cannot tolerate blind refusal.

Supporting staff and providing training 

The research report Tackling the Behaviour Challenge in England’s Schools found 44% of teachers do not feel supported by their school or college’s approach to dealing with poor pupil behaviour. These are, as we saw in the previous article, changing times. 

Successful schools are those who are able to combine clarity of vision and policy, effective communication, consistent implementation with sufficient training.

Clarity of vision

Is the school’s behaviour policy absolutely clear? Does it set out, in the context of the school’s vision, exactly what behaviour is considered unacceptable and, if so, does it explain the rewards and sanctions that will apply? Are all staff, whether teaching or non-teaching, aware of its content and able to seek clarification?

Consistent implementation

Is the behaviour policy applied consistently across the school? Do senior leaders and governors check to see that this is so? Parents need to have the assurance that all students are treated equally and will be the first to take issue if they feel their child is being treated unfairly in comparison with others.

Access to sufficient training

Do all staff have access to appropriate training in behaviour management? This is essential for those who are new to the school, but it is equally important to include regular refresher training. Staff should be able to ask for specific training about aspects of behaviour management that they find difficult. Remember that classroom and clerical support staff will also need to be aware of the implications of the behaviour policy for their role.

Questions for reflection and action

As we saw in How do we create a positive behaviour culture, because of the high profile of behaviour issues in the present climate, leaders and governors need to have a shared, ambitious approach to managing challenging behaviour and its consequences. Here are some questions for discussion.

• Mitigating the impact of challenging behaviour on our staff 
  • Do leaders know how to spot signs of staff under pressure?
  • Do we have support strategies in place for staff under stress?
  • Do staff know who they can turn to?
• Dealing with the frequent offenders
  • Do we have solid, consistent and reliable ways of managing persistent challenging behaviour?
  • Have staff received appropriate training?
  • Are our strategies generally successful? What if not?
• Managing exclusions and suspensions
• There are two types of exclusion: suspension (sometimes referred to as fixed-term or fixed-period exclusion) and permanent exclusion (sometimes called expulsion). So, what do we do when things are going badly wrong?
  • Do we notify parents as soon as possible?
  • Do parents realise that, for the first five school days of an exclusion, it’s their responsibility to make sure the child is not in a public place during normal school hours unless there’s a good reason?
• Celebrating the successes
  • When behaviour strategies are proven to be effective, do we make this known so that success is celebrated?

Reading and resources

• Education Monkey: Let’s talk about behaviour – a success story
• Education Support: Better together: building positive relationships between parents and teachersJust Teachers: Supporting Positive Behaviour
• Need to Know: How do we create a positive behaviour culture? 
• Need to Know: Reducing the impact of exclusions 
• NEU guide: Positive behaviour management
• Video: Rita F. Pierson: Every Child Needs A Champion - The Positive Encourager