Supporting Students with Challenging Behaviour

October 10, 2024 | Time: | Location: | Category: Teaching Resourses/Blog series: Mastering Classroom Behaviour / Behavioural Management

Students with Special Educational Needs (SEN) and those affected by trauma can present unique behavioural challenges in the classroom. These students may struggle with emotional regulation, social interactions, or focus, which can result in disruptive behaviour. However, with tailored strategies, teachers and support staff can create an environment that addresses these needs while fostering positive behaviour.

In this blog, we will explore specific approaches to help manage challenging behaviour in SEN and trauma-affected learners, ensuring a supportive and inclusive classroom for all.

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1. Understand the Root Causes

The first step in supporting SEN and trauma-affected students is understanding the root causes of their behaviour. For students with SEN, behavioural issues may stem from cognitive or sensory challenges, difficulties in communication, or frustration. Trauma-affected students may have experienced instability, neglect, or emotional upheaval, leading to heightened stress responses in the classroom.

Tip: Take the time to learn about each student’s individual needs, triggers, and coping mechanisms. Collaborating with SEN coordinators or psychologists can provide valuable insights.

2. Implement Trauma-Informed Teaching

Trauma-informed teaching is a holistic approach that recognises the impact of trauma on a student’s behaviour and learning. This approach focuses on creating a safe, predictable environment where students feel supported and understood. By offering consistent routines and a calm classroom atmosphere, teachers can help trauma-affected learners feel secure.

Tip: Avoid sudden changes in routine or harsh disciplinary actions that may trigger a stress response. Instead, offer reassurance and calm, predictable interactions.

3. Use Visual Supports

Visual supports, such as visual schedules, charts, or pictorial cues, are particularly helpful for students with SEN who may struggle with verbal communication or processing. Visual aids can clarify instructions, reinforce routines, and offer a non-verbal way to manage behaviour.

Example: Use a visual behaviour chart where students can see the steps for self-regulation (e.g., "Stop, Breathe, Think, Act"). This gives them clear, structured guidance on how to respond in difficult situations.

4. Create Individual Behaviour Plans (IBPs)

For students with persistent behavioural challenges, developing an Individual Behaviour Plan (IBP) can be a game changer. An IBP outlines tailored strategies, goals, and interventions that are specific to the student’s needs. It also ensures that all staff working with the student are consistent in their approach.

Tip: Involve parents or guardians when creating an IBP, as they can provide insights into triggers or successful strategies used at home.

5. Teach Emotional Regulation

Many SEN and trauma-affected students struggle with understanding and managing their emotions. Explicitly teaching emotional regulation skills can help students recognise their feelings and develop strategies to manage them. Techniques such as deep breathing, mindfulness, and using “time out” spaces can provide students with tools to self-soothe during emotional outbursts.

Tip: Introduce emotion cards or charts to help students label their emotions. Encourage them to check in with how they feel before and after challenging moments.

6. Offer Sensory Breaks

Students with SEN, particularly those on the autism spectrum, may have sensory sensitivities that affect their behaviour. Providing sensory breaks throughout the day allows them to reset and self-regulate. These breaks might involve physical activity, quiet time in a sensory corner, or the use of sensory tools like fidget toys or noise-cancelling headphones.

Tip: Design a calming space in the classroom where students can go for sensory breaks. This space should be free of distractions and offer tools to help them relax.

7. Be Consistent with Positive Reinforcement

Positive reinforcement is a key strategy for managing challenging behaviour, especially for SEN and trauma-affected learners. Focus on praising and rewarding positive behaviour rather than punishing negative actions. By reinforcing what students are doing well, you create an environment that motivates them to repeat those behaviours.

Example: Use a reward system where students earn tokens or stickers for positive behaviour, which can be traded in for a small reward at the end of the day or week.

8. Use Clear, Simple Language

When addressing behaviour or giving instructions, it’s essential to use clear and concise language, particularly for students with SEN who may struggle with processing complex instructions. Avoid using figurative language, sarcasm, or long explanations that can confuse students.

Tip: Break instructions into small steps, and use simple, direct language to make it easier for students to understand what is expected of them.

9. Build Strong Relationships

Students with SEN or trauma backgrounds benefit greatly from strong, trusting relationships with their teachers and support staff. Take the time to build rapport with these students, showing them that they are understood, valued, and supported. This foundation of trust can make a significant difference in their behaviour and overall classroom experience.

Tip: Regular check-ins or one-on-one time with students can help them feel seen and heard, which can reduce feelings of anxiety or frustration that lead to behavioural issues.

10. Offer Flexible Seating and Movement

Some students, particularly those with attention challenges or sensory sensitivities, may benefit from flexible seating arrangements. Allowing students to choose where they sit or offering options like standing desks, wobble stools, or floor seating can help reduce discomfort and fidgeting, which often leads to disruptive behaviour.

Tip: For students who struggle with sitting still, incorporating movement breaks or letting them complete tasks while standing can improve focus and reduce restlessness.

Conclusion

Supporting students with challenging behaviour, especially those with SEN or trauma backgrounds, requires a personalised, compassionate approach. By understanding the root causes of behaviour, implementing trauma-informed teaching practices, and offering tailored strategies like sensory breaks and positive reinforcement, teachers can create a classroom environment that fosters emotional regulation and positive behaviour.

Remember, every student is unique, and what works for one may not work for another. Consistency, patience, and collaboration with support staff and parents are key in finding the best approach for each child. Through these strategies, teachers can help students with SEN and trauma backgrounds feel safe, understood, and empowered to succeed.