Ministers Foley and Naughton welcome the publication of new guidelines for schools dealing with behaviours of concern
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From: Department of Education
- Published on: 12 December 2024
- Last updated on: 13 December 2024
Minister for Education Norma Foley and Minister of State for Special Education and Inclusion Hildegarde Naughton today (12 December 2024) announced the publication of new guidelines for schools to deal with behaviours of concern and crisis situations.
“Behaviours of concern” are defined in the guidelines as “behaviours that indicate a risk to the safety or wellbeing of the people who exhibit them or to others.”
The guidelines are for all schools and have been developed as a resource to support students and staff. They have been developed to address uncertainty for staff on how to respond when facing a crisis situation where there are concerns regarding physical safety.
They focus on creating inclusive environments which can respond to need and build on good practice including prevention and de-escalation. In particular, guidance is provided for schools on effective approaches to supporting students with behaviours of concern in crisis situations.
The preparation of these guidelines has been a collaborative effort with input from parents, students, schools, teachers, SNAs and other school staff.
Minister Foley said:
“These important guidelines will aid schools and provide guidance on effective approaches to supporting students with behaviours of concern. The guidelines provide an essential reference point for people working with children and young people with complex needs in challenging situations.
"These guidelines have been drawn up following extensive public consultation. They have been trialed in a number of special schools over the past year to ensure they provide maximum support for both students and staff when implemented nationally.
"I am also especially pleased to note that the NCSE will provide training for schools in the area of behaviour and that special schools will be prioritised for this support in the first instance."
In welcoming the guidelines, Minister Naughton said:
“As Minister for Special Education and Inclusion I am committed to inclusion and access to education for all learners. These guidelines will support schools in difficult circumstances and provide guidance on effective approaches to supporting students with behaviours of concern in crisis situations.
"Consultation with education stakeholders was a central element in the development of these guidelines. I am grateful to the many views and contributions from the general public, including schools, parents/guardians, advocacy groups and services working with students, who also provided valuable feedback, as part of the process.
"Today’s publication is a further support in ensuring that inclusion remains at the heart of education and ensuring that every child has access to a positive learning experience and is facilitated, through learning, to realise their full potential. I am confident that these guidelines will be of benefit to many students, their teachers and families.”
In response to the identified need for guidance for schools, the Department of Education established a working group to develop guidelines for schools to support the whole-school community on preventing and responding to crisis situations.
There were over 2,600 respondents to this call for submissions. “Behaviours of concern” replaces the term “challenging behaviour” which has over time served to stigmatise those who engage in such behaviours.
The guidelines were trialled in 15 special schools from November 2023 to February 2024.
They are based on a whole-school community approach, including the involvement of parents/guardians and students, which evidence has shown is necessary for developing effective school policy and practice in this regard.
The guidelines contain sample school scenarios to highlight best practice in dealing with behaviours of concern among students.
The guidelines include supporting students to self-regulate, so they can achieve and maintain a calm and alert state optimal for learning.
Examples already in use in many Irish schools to boost student self-regulation during the school day include access to the playground, a quiet learning support rooms, a reading corner, sensory rooms, school gardens and separate class spaces with inviting furniture.
The guidelines outline the agencies that schools can consult with to support students with behaviours of concerns. These include the National Educational Psychological Service (NEPS), the National Council for Special Education (NCSE), the Health Service Executive (HSE), Children’s Disability Network Team (CDNT), Child and Adolescent Mental Health Services (CAMHS) and the Middletown Centre for Autism (MCA).
The guidelines state that wherever possible, de-escalation techniques, such as re-directing students to other activities or giving them time to self-regulate, should be used before any other responses are considered.
Restraint is recognised as strictly a measure of last resort and can only be used where there is an imminent risk of serious physical harm or injury to the student or the safety of others. These include situations such as a student starting to self injure by banging his/her head with force on a hard surface, a student starting to throw large items, such as computers or furniture at peers or adults, or a student physically attacking another person. Where a physical restraint has been used in a school, the incident must be reported to the school principal and, subsequently, to the Board of Management or Education and Training Board. From September 2025, schools are also required to report instances of physical restraint to the NCSE. The Department of Education will collate this information and publish an annual report on the extent of physical restraint in schools.
It is clearly stated that seclusion, which is the placement of a student involuntarily in any environment in which they are alone and physically prevented from leaving, is inappropriate in the school context and should not be used.
The publication of the guidelines will be complemented by a range of supports over time.
The guidelines are available to view here: Understanding Behaviours of Concern and Responding to Crisis Situations
Notes to the editors
Background
The National Council for Special Education (NCSE) has recommended in policy advice documents[1] that the DE develop guidelines for schools on the prevention and management of behaviours of concern in crisis situations in schools.
In response to the identified need for guidance for schools, the DE established a Working Group (WG) to develop guidelines for schools on the prevention and management of behaviour that challenges, where such behaviour poses imminent danger of serious physical harm to self or others within the school environment.
In developing the guidelines, the expert working group reviewed national and international legislative requirements, school governance structures and duty of care considerations directly related to supporting the wellbeing and safety of students and staff.
These guidelines have been developed in the context of the DES Wellbeing Policy Statement and Framework for Practice (2018, revised 2019), which acknowledges the role of schools in the promotion of wellbeing.
Scope of the Guidance
These guidelines have been developed to address uncertainty for staff on how to respond when facing crisis situation where there are concerns regarding physical safety. They focus on creating inclusive environments which can respond to need and build on good practice including prevention and de-escalation.
The Guidelines apply to all recognised schools. They have been informed by evidence showing that whole school approaches to promote a positive culture and environment and early and ongoing engagement with the school community, including parents/guardians and students, are necessary for the development of effective school policy and practice when supporting a student in a crisis situation.
Next steps
Aligned to the publication will be a training programme consisting of 3 levels.
Outline of Training Plan for Guidelines:
- Training for All - Online webinars and a number of face-to-face information sessions in education centres.
This is an information session for all school staff to walk through the guidelines and raise awareness.
- Training for Some - NCSE training provided to schools on behaviour will take full account of the key messages in the guidelines.
The NCSE are redesigning their pathways on crisis prevention and will weave the Guidelines throughout this training.
- Training for Few – Procured external training on the approaches detailed in the guidelines. This training will be for schools who have tried previous avenues of training to no avail and who demonstrate a clear need for this training. In the first instance, special schools will be prioritised in accessing this training.
When physical intervention/restraint has been used in a school, schools must report such incidents to the NCSE.
Reporting to the NCSE will enable the NCSE to quantify the extent of physical intervention being deployed in schools and inform the NCSE in its approach to training support programs for schools. This will enable schools to avail of training supports specific to their needs.
[1] EBD Policy Report NCSE-Supporting-Students-ASD-Schools-Comprehensive-Review-SNA-Scheme