# data[].attributes.headline
Promote a safe & supportive environment and a culture of care. Prevent challenging behaviours from occurring.

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Promote a safe & supportive environment and a culture of care. Prevent challenging behaviours from occurring.

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*Students with SEN are held to the same discipline expectations as those without SEN

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Address inappropriate behaviour promptly. Correct it before it affects students' development and well-being.

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Address inappropriate behaviour promptly. Correct it before it affects students' development and well-being.

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*Students with SEN are not free from the consequences of their actions, but require differentiated consequences and explicit skills teaching to learn appropriate behaviours.

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Replace inappropriate behaviour with prosocial, appropriate ones. Restore relationships with others hurt by their actions.

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Replace inappropriate behaviour with prosocial, appropriate ones. Restore relationships with others hurt by their actions.

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*Students with SEN may require additional support and instruction on engaging in appropriate behaviours to replace the inappropriate ones, and assistance to restore relationships.

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Student A with SEN has joined the school as a [Primary 1 / Secondary 1] student. From past reports, this student tends to be impulsive, lacks social understanding, and appropriate problem solving skills. How do you create an environment that is welcoming and nurturing, yet establish clear values, rules and expectations to promote appropriate behaviours, prevent undesired behaviours in class and school?

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Student B with SEN has started to engage in certain problematic behaviours. He frequently speaks out of turn in class, scolds vulgarities, and hits his classmates when he feels like they are talking about him behind his back. How can you address and correct his behaviours, with special regard to supporting the student with SEN?

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When do you address the problem behaviour with the student? 

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When do you address the problem behaviour with the student? 

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How might you communicate to the student why the behaviour is not appropriate, the expected behaviour, and your belief in the student to improve?

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How might you communicate to the student why the behaviour is not appropriate, the expected behaviour, and your belief in the student to improve?

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e.g. An example of a script you might use, choice of language, and disposition you might take when addressing/correcting the behaviour

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To understand ecological factors, underlying function to the problem behaviour, etc

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Communicating effectively & sensitively with parents

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Communicating effectively & sensitively with parents

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What are the possible gaps in the student's skills & knowledge causing the student to continually engage in inappropriate behaviour?

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What are the possible gaps in the student's skills & knowledge causing the student to continually engage in inappropriate behaviour?

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Student C's frequent physical fights & verbal altercations with his classmates have left not only bruised limbs and faces, and damaged classroom furniture, but also damaged relationships and the feeling of trust & safety in the classroom. How can you apply the principles of replace & restore, with special considerations to supporting the student with SEN?

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Evaluate the impact of these behaviours on class morale, classmates' perceptions, and existing relationships

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Evaluate the impact of these behaviours on class morale, classmates' perceptions, and existing relationships

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How can these knowledge/skill gaps be identified and addressed so that appropriate behaviours can be learnt?

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How can these knowledge/skill gaps be identified and addressed so that appropriate behaviours can be learnt?

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What are some possible logical and appropriate consequences that can be meted out?

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What are some possible logical and appropriate consequences that can be meted out?

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*meaningful, restorative, preserves dignity of student.

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How might you differentiate the consequences to support the needs of the student with SEN?

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How might you differentiate the consequences to support the needs of the student with SEN?

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How might you process the incidence with the student and communicate to the student about why he is receiving the chosen consequence?

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How might you process the incidence with the student and communicate to the student about why he is receiving the chosen consequence?

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How might you bring the incidence to a resolution and reconcile hurt parties?

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How might you bring the incidence to a resolution and reconcile hurt parties?

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Set high behaviour expectations and provide high support

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Set high behaviour expectations and provide high support

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Model mutual respect, build acceptance and care among students

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Model mutual respect, build acceptance and care among students

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Model, explicitly teach, and reinforce values and social emotional skills

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Model, explicitly teach, and reinforce values and social emotional skills