(a) National Behaviour Support Service Model of Support
The National Behaviour Support Service offers three levels of support to second level schools: Level 1: whole school; Level 2: targeted intervention and; Level 3: intensive individualised support. This approach is applied to both behavioural and academic interventions and includes addressing academic literacy and learning needs, as well as the social and emotional literacy needs of students. This document clearly outlines the NBSS Model of Support to partner schools.
(b) Positive Behaviour Strategy Team Planning
NBSS partner schools are required to select a number of representative staff members to form a Positive Behaviour Strategy Team. This team works closely with NBSS personnel and school management to identify areas of concern in their school community and to pilot, monitor and evaluate strategies to address these issues. The aim of the work undertaken is to promote positive behaviour and learning throughout the school. This document contains guidelines and planning forms to assist the work of the Positive Behaviour Strategy Team.
(c) Behaviour Support Classroom Best Practice Guidelines
These best practice guidelines draw upon national and international research on the effective creation and implementation of an intensive behavioural intervention: the Behaviour Support Classroom at Level 3.
(d) Behaviour Support Classrooms: A Research Study of 36 Behaviour Support Classrooms (2010)
This research study is an evaluation of the establishment, evolution and on-going work undertaken from 2007 to 2009 in 36 post-primary schools participating in the Behaviour Support Classroom intervention run by the National Behaviour Support Service (NBSS).
(e) Learning Environmental Checklist
The Learning Environmental Checklist is designed to help teachers identify the areas within the school environment where behaviour may be causing concern. It covers a range of factors that may be influencing students’ behaviour including whole school policies, physical environment, classroom organisation and individual teaching and learning approaches and strategies. Read how one school used this resource as part of an intervention with a group of 2nd year students in the Focus Area section of the website.
(f) Low-Medium Level Escalation: Classroom Management Strategies
Students talking out of turn, making unnecessary noise, calling out, having no equipment, or having a lack of regard for others are among the most commonly reported forms of poor behaviour in class that impedes teaching and learning. This handout contains practical strategies for dealing with this frequent low-to-medium level disruption.
(g) Positive Behaviour Management & Behaviour for Learning Skills Development: Resources
This booklet briefly describes books, resources and programmes that are available and can support and inform the development of behaviour for learning skills, proactive and positive approaches to classroom management, as well as whole school strategies that promote positive behaviour to enrich learning and teaching.
(h) Social and Emotional Literacy Programmes and Resources Information
Over the last number of years teachers and NBSS personnel have used different programmes and resources to support students’ social and emotional literacy skills development. This booklet briefly describes the programmes and resources that have been used in schools or that are considered a useful reference point when developing social and emotional literacy skills with individual students, small groups of students or with class and year groups.
(i) Social, Emotional and Behavioural Skills Development: Useful Websites
This resource briefly describes over 50 websites that contain information, resources, articles and classroom materials that can be used when teaching social, emotional and behavioural skills with students. Many of the websites featured contain free, downloadable resources.
(j) Behaviours for Learning and Skills for Success
Comprehensive transition programmes are essential for students to experience effective transition from primary to post primary. This homework journal insert can be used as part of transition and transfer induction programmes that orientate students to the expectations and operation of their new school, that introduce them to the learning skills needed at second level and supports the social, emotional and personal aspects of transition.
