Challenging behaviour can sometimes be an indicator that a child or young person is experiencing difficulties within the educational setting.
A child or young person with Special Educational Needs and Disabilities (SEND) may demonstrate challenging behaviour for a variety of reasons. Challenging behaviour can sometimes reflect difficulties with communication, understanding expectations, managing emotions, coping with sensory input, or responding to changes and demands within their environment. In some cases, challenging behaviour may indicate that a child or young person’s needs are not yet fully understood or that current support arrangements are not adequately meeting those needs.
The Department for Education Behaviour in Schools Guidance states:-
58. Schools should consider whether a pupil’s SEND has contributed to the misbehaviour and if so, whether it is appropriate and lawful to sanction the pupil. In considering this, schools should refer to the Equality Act 2010 and schools’ guidance
59. The school should also consider whether any reasonable adjustments need to be made to the sanction in response to any disability the pupil may have. It is also important for the schools to seek to try and understand the underlying causes of behaviour and whether additional support is needed.
Where there are concerns that a child or young person’s behaviour may be linked to possible Special Educational Needs and Disabilities (SEND), it can be helpful to raise this with the educational setting.
In most cases, this discussion would be appropriate with the school’s Special Educational Needs Coordinator (SENCO). The SENCO can support with conversations about possible next steps, including exploring whether further assessment is needed and how support might be planned or reviewed.
Understanding the reasons behind challenging behaviour is not always straightforward.
It is important to consider that challenging behaviour may sometimes be influenced by experiences or circumstances a child, or young person is dealing with, such as difficulties with friendships, being a young carer, experiences of loss, or changes within the family. Taking a broader view of what is happening in their life can help develop a clearer understanding of possible contributing factors. Challenging behaviour itself does not necessarily indicate that a child or young person has Special Educational Needs (SEN) and taking time to understand the reasons behind the behaviour can help ensure the right kind of support is put in place.
What is important is that the educational setting recognises challenging behaviour as a form of communication.
The Educational Setting should consider whether the behaviour indicates a need for additional Special Educational Needs (SEN) support. It could be that further assessment may be required to better meet or identify the child or young person’s needs.
If a child or young person has an Education, Health and Care Plan (EHCP), it may be appropriate to request an early/annual review of the Education, Health and Care Plan (EHCP) to consider whether it continues to reflect their current needs, or whether further assessment may be required to support concerns with behaviour.
If the child or young person has identified Special Educational Needs (SEN) with no Education, Health and Care Plan (EHCP), it may be again appropriate to review the support plan in place, and again further consider if this is reflective enough of their needs.
For a child or young person who does not have an Education, Health and Care Plan (EHCP), support plan or any identified Special Educational Needs, the school may wish to consider whether there may be an underlying Special Educational Need (SEN) that requires further exploration, to identify and plan the most appropriate support moving forward.
You may find it useful to look at the educational settings SEN Information Report, which explains how they identify and support students with Special Educational Needs.
This document is usually available on the educational settings website, often within the policies section. If you are unable to find this online, you can request a copy directly from the school or educational setting.
Child or young person’s voice
It is important to take time to talk with the child or young person about what is going well for them, what they find difficult in lessons or within the setting and what they feel would help or make things better.
Listening to their experiences can help identify worries, challenges, or triggers. The child or young person’s views, wishes and feelings should be central to any conversations about support and should form the starting point for planning next steps.
Communication is key
Sharing relevant information with the school can help educational staff better understand your child or young person’s situation and consider how best to support them. Keeping in regular contact with the educational setting allows everyone to work together and helps make sure the right support is in place when it is needed.