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Behaviour Coordinators (BECO's) and Framework for Intervention

It is appropriate that more than one approach is considered and/or employed in schools to support pupils in supporting children and young people with behavioural and emotional needs. The wider the repertoire of possibilities, the greater the capacity of the process of learning and teaching to be successful.

Framework for Intervention is designed to:

  • Tackle low level classroom disruptive behaviour.
  • Demonstrate its applicability in any school setting.
  • Show its effectiveness in a clear manner, not affected by other factors.
  • Become the natural manner in which schools approach behavioural difficulties.
  • To avoid a sense of ‘overload’ in schools.
  • Be ‘owned’ by teachers themselves.

The guiding principles behind framework for intervention are:

  • Early identification and intervention.
  • Improved pupil behaviour leads to improved learning.
  • Behavioural problems are situation specific and interactive in nature.
  • 'No blame’ attitude to both pupils and teachers.
  • Encourage a ‘can do’ culture.
  • Bottom up approach.
  • Collaboration encouraged.
  • Collusion discouraged.

Staff in all Primary and Junior High Schools have had opportunities to undertake training, led by visiting trainers and then taken forward by local staff. Secondary school staff have been given information about this approach and aspects of the programme have informed their in-service.

Behaviour Coordinators were identified in schools as part of the embedding of this framework. Quality assurance on the effectiveness of this is ongoing.

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