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The likelihood of educational attainment increases when the child perceives continuity of values between school and family Blanch et al Parental engagement with their children is particularly important at times of transition Goodall ; Harris and Goodall Evidence has shown that concerted efforts for parental engagement during periods of transition, especially the transition from primary to secondary school, prevent any gains in achievement prior to a transition from being lost Harris and Goodall With effective partnership working between families and schools, the likelihood of truancy, exclusion, or disengagement is lessened Harris and Goodall There are a range of approaches definitions provided in Annex B which schools use to improve relationships and behaviour.

These are centred around the principle that all behaviour is a form of communication. The effective implementation of these approaches can often prevent the need for exclusion. These include:. The above approaches can also be used in a timely fashion to target early intervention of children and young people who may be at risk of exclusion. For example, solution oriented or restorative meetings which involve key staff are often utilised in schools to help identify the main issues as well as sharing effective strategies and identifying the way forward.

Nurture groups can also be used to support pupils as a targeted intervention to prevent exclusion. Early intervention and prevention are key elements of a framework focused on ensuring we get it right for all our children and young people. Early intervention is crucial in reducing the need for exclusion whilst recognising that all support should be appropriate, proportionate and timely.

Staged intervention models should include a range of approaches from universal through to more targeted and specialist support that are adapted across local authorities in accordance with local context and needs. A key aspect of this framework is the emphasis on robust planning and assessment which places the wellbeing of children and young people at the centre. The wellbeing of children and young people is at the heart of GIRFEC and focuses attention on how safe, healthy, achieving, nurtured, active, responsible, respected and included a child is and feels. It is particularly important that professionals engaging with children and young people seek to develop a shared understanding of the child's overall wellbeing and agree what approaches are to be used and how to assess their impact.

All practitioners should use the National Practice Model as a framework for assessing, planning and reviewing the support of a child or young person. This model also emphasises the key part that relationships play in building up resilience, providing a protective environment, supporting vulnerability and managing adversity.

Local Authorities should work with partner agencies and unions to offer professional learning opportunities to develop staff's understanding of assessment, planing and review processes. Joined-up partnership working is a fundamental aspect of the whole system approach; where children and young people, parents, and the services they need all work together in a co-ordinated way to meet specific needs and improve the child or young person's wellbeing.

GIRFEC focuses on improving outcomes and supporting the wellbeing of children and young people by offering the right help at the right time from the right people. It supports them and their parent s to work in partnership with the services that can help them. Having effective assessment and co-ordinated planning a single plan where a child or young person has wellbeing needs, such as the prospect, or current reality of, being excluded, facilitates effective collaborative working to make good use of resources and avoid unnecessary duplication for the child or young person, their parent s and practitioners.

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Safe & Secure Schools: 27 Strategies for Prevention and Intervention

All education authorities have a duty of care to all children and young people attending school in respect of the health, safety, wellbeing and welfare of the children and young people in their care. There are times when children and young people will exhibit challenging and distressed behaviour. Staff's knowledge and detailed assessment of a child or young person should be used to predict and plan for the type of situation which may cause that child or young person severe stress or frustration that can lead to challenging and distressed behaviour. Staff should recognise that all behaviour is communication and endeavour to identify, where possible, the triggers that may lead to a child or young person acting in a challenging and distressed way.

This information should be included in a plan to support the individual child or young person. The plan should state how the child or young person should be supported and clearly outline agreed strategies that should be used by staff. Specific consideration should be given to a child or young person's additional support needs and the impact that these may have on their communication and behaviours. This should include consideration of complex additional support needs, such as language and communication needs and autism.

Risk and health and safety assessments should also be carried out to determine any potential concerns arising from the child or young person's behaviour, and should identify any steps deemed necessary to support the child or young person in preventing harm to themselves or others. The risk and health and safety assessments should be informed by the information gathered using the National Practice Model [26] and should be shared with the child or young person, their parents, and all staff who are involved with the child or young person. An important aspect of these assessments is the understanding that risk must always be an important consideration and should inform a school's decision whether or not to exclude a child or young person.

Risk and health and safety assessment processes should also be applied to situations where unpredictable, challenging and distressed behaviour can arise. Education authorities, in consultation with staff and key delivery partners including staff unions should develop their own policy on de-escalation and physical intervention within the wider context of positive relationship and behaviour approaches based on their own individual needs and context. Education authorities should develop this as part of a framework of promoting a positive ethos, and positive relationships and behaviour.

This should clearly articulate the expectations of staff with regard to physical intervention, for example it is only acceptable to physically intervene where the member of staff reasonably believes that if they do not physically intervene, the child or young person's actions are likely to cause physical damage or harm to that pupil or to another person. A key aspect of a school approach to intervening early and reducing the need for exclusion is staff having an understanding and awareness of de-escalation techniques. All relevant staff should be offered professional learning opportunities to learn about de-escalation techniques and to understand the different types of challenging behaviour.

Staff should also be provided with opportunities to reflect on the potential emotional impact on children, young people and staff during any incidents of challenging and distressed behaviour and engage in discussions about how this can be supported in a school context. Seclusion of a child or young person within a separate space is also a form of physical intervention and should also only be used as a last resort to ensure the safety of a child or young person, or others.

Any separation of a child or young person must be in a place that is safe and that does not cause any additional distress to the child or young person.

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The use of this form of physical intervention should be included in an agreed plan for the individual. After this free French audio lesson you'll know how to use When in French and get the answers you need! Listen to the French pronunciation and practice saying these French questions aloud. The transformative negotiator changing the way we come to agreement from the inside out The Transformative Negotiator is an inside look at changing the way people can come to an agreement. This book covers everything from start to finish, and it serves as an excellent introduction to the field negotiation as well as being well suited to self-help.

Other editions. Room lights are in working order with good illumination. Telephone or intercom access is at or near teacher's desk. Emergency telephone numbers are readily accessible to all. Violence hotline or similar type telephone number are posted.

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First aid kit or supplies are stocked and location identified. Severe weather and sheltering maps are posted with primary and secondary locations. Evacuation and sheltering locations have been discussed with students. Laminated cards with room numbers for emergencies are easily located and accessible. Classroom rules are posted and discussed with students.

The nearest fire extinguisher is located and more than one person is knowledgeable in its use. Free-standing bookcases and cabinets more than five feet tall are secured to the wall. Television is strapped or secured to a wall mount or portable stand. Washington, DC : Author. Barton , E. Beane , A. Bully-Free Classroom.

Beaudoin , M.

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Brunner , J. Problem-Solving Exercises: Elementary Edition. Problem-Solving Exercises: Secondary Edition. Problem-Solving Exercises: Student Edition. Providing Teachers the Tools for Safe Classrooms. Harris , S. Bullying the Bullies, the Victims, the Bystanders. Jaksec , C.

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Lee , C. Preventing Bullying in Schools. McGrath , M.


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Stop the Bullying: A Handbook for Teachers. Markham, Ontario : Pembroke Publishers. Roberts , W. Sizer , T. No two are quite alike. Educational Leadership , 57 , 1 , 6—