This is non-statutory guidance to go alongside the existing guidance on Behaviour and Discipline in Schools (2016) and updates the 2016 version of this guidance.
It is a rather disjointed document which spends much of its space telling schools things that they already know. It is not fully able to encompass the concept of behaviour as communication. There are mixed messages about the need to individualise approaches understanding the link between mental health problems, SEN and additional vulnerabilities and behaviour, while ensuring a consistent approach to behaviour. Also, that simply by identifying a problem a school should be able to manage it. There is recognition that schools are not experts in mental health, but they are expected to manage complex needs. Chapter 4 talks about multi-agency working, but not what to do when these services are not available or won’t pick up the referral. Continue reading