The Behaviour Wall: Identifying and Responding to Social, Emotional and Mental Health Needs
- 22nd Jan 2020
- Behaviours for Learning
- Leadership, Teaching & Learning
- Lunch Included
- Refreshments Included
Increasingly, staff are identifying how troubling behaviours are linked to social, emotional and mental health needs (SEMHN). The challenge for pastoral leads often lies in being more specific as to what these needs are – and to then create individual support plans that address these needs.
The Behaviour Wall enables them to do just this. With it, pastoral staff can create carefully tailored interventions addressing areas such as attachment, self-esteem and social skills. Furthermore, it offers meaningful targets and proven strategies to help meet these.
This half day course will introduce participants to the theory behind the resource, as well as examples as to how it can be used. In this way, participants do not need to purchase the Wall resource to benefit from it. They can return to school, with a free resource pack, and fresh insights into behaviours that are causing concern.
Participants will have:
A greater understanding of how yet-to-be-met developmental needs can manifest through troubling behaviours.
A range of practical strategies for addressing specific SEMHN including attachment and self-esteem.
Examples of meaningful targets that can be included in individual pupils support plans.
Materials to share with colleagues to equip and empower them to better support pupils with SEMHN.
Free Trial of the Behaviour Wall website.
The support we received allowed staff at all levels to unpick the barriers to successful behaviour for learning and develop effective tailored strategies for our setting.” Mark Anderson, head teacher, Huntingtower Primary School
“Steve’s support has provided us with a model and language to make sense of the emotional dimensions of behaviour management.” deputy head teacher – name withheld
“The HMI said that the school had been ‘transformed’ since the previous visit. I have no doubt that Steve’s work and support were a huge factor in achieving this transformation. His way of working with colleagues is subtle and takes people from where they currently are as a starting point. He forms excellent relationships with staff, and students enjoy working with him. He connects things together – whether this is people with people or people with ideas. He is very modest and enjoys seeing people succeed.” Chris Mallaband, principal of Langdon School, London
Steve Russell has nearly 25 years of experience, ranging from classroom teaching through to behaviour support and leading a team of school improvement consultants. More recently, he has expanded beyond schools to include other organisations, as well as coaching individuals.
Whether working with youngsters, school staff, leaders, teams or providing one-to-one coaching, his aim is always the same – to empower them to effect changes that will increase their effectiveness and promote their well-being.
Steve is also increasingly being approached by other organisations to who are keen to draw upon his experience and way of working. These include: Kate Cairns Associates, specialising in attachment difficulties OnLine Training – as their tutor for the ‘Understanding and Responding to Behaviour’ module Integrity Coaching – providing support and coaching to leaders and leadership teams Peterborough Learning Partnership – course tutor
Steve’s experience and way of working also sees him engaged on an associate basis for several organisations including: the National Education Union, as part of their tutor team, Integrity Coaching, providing support and coaching to leaders and leadership teams, KCA, providing training and consultancy related to supporting vulnerable youngsters, ASEND and Avito, fulfilling interim-leadership assignments for schools and local authorities.