New guidance for pupils' behaviour in Scottish schools
The Scottish government has published new guidance on setting out a range of approaches for schools to consider when responding to behaviour. It has been developed in collaboration with the Scottish Advisory Group on Relationships and Behaviour in Schools (SAGRABIS), which is jointly chaired with COSLA, reflecting the responsibility local governments have for education standards in Scotland.
This guidance has had input from headteachers, teaching unions, local government and educational psychologists, and promotes building positive relationships and behaviour across the whole school community.
The recommendations focus on improving outcomes through reinforcing positive behaviour and working to reduce the likelihood of negative behaviour occurring in the future.
Various approaches are available to schools, to support strafes and the use of exclusion as a last resort, where there is no appropriate alternative.
Education secretary Jenny Gilruth said: “The majority of children and young people behave well in school, but where someone needs support with their behaviour, it is important that schools can respond in ways that are appropriate, supportive and respond to the needs of each individual child. Evidence clearly shows young people need structure and boundaries to support their development and having predictable consequences helps them to feel safe.
“Responding to behaviour in our schools requires all members of the school community—staff, children and young people and parents and carers—to work together to identify the values that underpin school life, how this translates into expectations of behaviour, and to support appropriate responses. We want to create a strong partnership between home and school to help create consistent, supportive environment where children feel safe, respected, and are better able to learn and thrive.
“This guidance takes account of the concerns about behaviour I have heard from teachers, support staff and teaching unions, and will be an important tool for ensuring that they are properly supported in our schools.”
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