Pupils with SEND are more likely to display challenging and/ or disruptive behaviours as a result of their indivdual needs, conditions and diagnoses.
These behaviours can present when the child is feeling anxious,unsettled or disregulated. It can be as the result of a misinterpretation of something, due to their perception of social situations and language. Or it could be due to difficulties being able to regulate themselves.
Some examples of this could include:
- not giving or maintaining eye contact
- not being able to sit still
- not being able to remain focussed
- interupting others
- inappropriate use of language, appearing rude
- appearing argumentative
- appearing defiant
- talking or making noises at inappropriate times
- not following instructions
- questioning rules or authority
- forgetting equipment or resources
- becoming easily distracted
- involunatary movement of limbs
- sensory seeking behaviours
The
behaviour in schools non-statutory guidance says that schools should ensure that everyone can feel they belong in the school community and high expectations are maintained for all pupils.
Behaviour will often need to be considered in relation to a pupil’s SEND, although it does not follow that every incident of misbehaviour will be connected to their SEND.
Schools have duties under the
Equality Act 2010 to take such steps as is reasonable to avoid any substantial disadvantage to a disabled pupil caused by the school’s policies or practices.
Under the
Children and Families Act relevant settings have a duty to use their ‘best endeavours’ to meet the needs of those with SEND.
This is saying, that in line with these legal duties, schools should be aware of and anticipate likely triggers of misbehaviour in pupils with SEND and put in support in place to prevent or manage these.
Teachers can sanction pupils whose conduct falls below the standard which could
reasonably be expected of them. If a pupil in these circumstances has SEND that has affected their behaviour, the school will need to consider what the law requires.
These would be considered
reasonable adjustments.
The
behaviour in schools non-statutory guidance says that schools should 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.
