Schools

School Wide Positive Behaviour Interventions and Supports (SWPBIS)

Reducing Challenging Behaviour, Improving Academic Achievement and Student Wellbeing

‘Every system is perfectly designed to get the results it is getting’. If you wish to change outcomes, you must change the system that is producing the undesirable results’(Dunning).

Traditionally, systems of responding to challenging behaviour within school settings have been primarily reactive, (responding once things go wrong) and overly reliant on ‘zero-tolerance’ and ‘punishment’ -based strategies. Evidence suggests that this ‘wait to fail’ model inevitably leads to both behavioural dysfunction and academic underachievement. Indeed, such research indicates that around 85% of behavioural problems in schools are related to inherent problems with the systems being used. Put simply, the fault is with the system, not with the students. (Djabrayan & Hauser 2015). Despite this evidence such flawed ‘systems’ seem to prevail in many education settings.

SWPBIS provides an evidence-based solution to this problem.

‘SWPBIS counteracts the ‘wait to fail’ model of other frameworks and moves schools towards a model based on proactive preventative and proactive developmental strategies.’

Our courses are designed to enhance staff confidence & knowledge in supporting pupils that can be challenging. Our driving passion is to shift cultures away from reactive responses to behaviours that challenge to more proactive responses. This is proven to produce positive outcomes including enabling students to achieve greater social and academic success.

The courses are interesting and engaging using video, interactive paired and group exercises to aid learning and retention. They can be theory only or include physical restraint and breakaway thechniques.

Aims

To provide staff the knowledge and skills to confidently support pupils who struggle to participate in learning due to the persistence of behaviours that challenge.

Values

Informed by principles of SWPBIS, individualised behaviour support planning, children’s rights, and a commitment to the principles of least restriction and social validity.

Settings

Training is tailored to meet the needs of specific educational settings including – mainstream schools, specialist SEMH and SEND provisions, pupil referral units, and residential schools.