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Creating effective teaching and learning environments: Building a positive behavioural support (PBS) model for UK special schools

Denne, Louise D., Grindle, Corinna F., Sapiets, Suzi J., Blandford‐Elliott, Millie, Hastings, Richard P., Hoerger, Marguerite, Lambert‐Lee, Katy, Paris, Andreas, Nicholls, Gemma, Hughes, J. Carl and others. (2023) Creating effective teaching and learning environments: Building a positive behavioural support (PBS) model for UK special schools. Support for Learning, 38 (4). pp. 183-193. ISSN 0268-2141. E-ISSN 1467-9604. (doi:10.1111/1467-9604.12459) (KAR id:103988)

Abstract

The importance of reducing restraint and restrictive interventions in special schools has been recognised across the four nations of the UK. Government guidance for England and Wales, and recommendations produced by Restraint Reduction Scotland, both reference Positive behavioural support (PBS) as an evidence‐based approach that can be used to proactively support pupils with, or at risk of, behaviours that challenge. The Department of Education of Northern Ireland recommends the development of behaviour support plans to support children with special education needs and disabilities. Special schools, however, also have a responsibility to set high expectations for every pupil, to provide access to the respective national curricula and to meet individual needs. School‐wide positive behavioural support (SW‐PBS), originated in the USA in the 1990s in response to a body of evidence that showed improved social and academic outcomes when behavioural interventions were implemented across whole school settings. It is increasingly being adopted in the UK. Drawing upon examples from schools in England and Wales with which the authors are familiar, this paper outlines the rationale for a special schools' model of SW‐PBS and illustrates the ways in which this can be adjusted to meet the specific needs of each setting. Key Points: Reducing restraint and restrictive interventions in schools is a high priority across all four nations of the UK. Special schools also have a responsibility to provide children with special education needs and disabilities positive learning environments that maximise learning opportunities and meet individual needs. School‐wide positive behaviour support (SW‐PBS) provides a useful framework to help special schools meet these expectations.

Item Type: Article
DOI/Identification number: 10.1111/1467-9604.12459
Uncontrolled keywords: academic outcomes, special schools, learning disabilities, positive behavioural support
Subjects: H Social Sciences
H Social Sciences > HV Social pathology. Social and public welfare
L Education
Divisions: Divisions > Division for the Study of Law, Society and Social Justice > School of Social Policy, Sociology and Social Research > Tizard
Funders: University of Kent (https://ror.org/00xkeyj56)
SWORD Depositor: JISC Publications Router
Depositing User: JISC Publications Router
Date Deposited: 01 Mar 2024 11:41 UTC
Last Modified: 04 Mar 2024 09:59 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/103988 (The current URI for this page, for reference purposes)

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