Supporting students through behaviour improvement programmes

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Authors

Study 1: Halsey, K., Gulliver, C., Johnson, A., Martin, K., Kinder, K. Study 2: Hallam, S., Castle, F., Rogers, L., Creech, A., Rhamie, J., Kokotsaki, D. Study 3: Hallam, S., Rhamie, J., Shaw, J.

Publisher

Based on:

Study 1: Evaluation of behaviour and education support teams
DfES research report RR 706

Study 2: Research and evaluation of the behaviour improvement programme
DfES research report RR 702

Study 3: Evaluation of the primary behaviour and attendance pilot
DfES research report RR 717

Introduction

What effect have behaviour improvement programmes had on behaviour and attendance?
Behaviour and attendance at school are now key priorities for national government in England. Recent major initiatives including the Primary Behaviour and Attendance Pilot (PBAP) and the Behaviour Improvement Programme (BIP) have attempted to tackle the situation. Both have involved local authorities (LAs) supporting schools, using government funding, to develop their own strategies and to enable schools to work with professionals from health, social services and others. In the BIP multi-agency groupings frequently took the form of Behaviour and Educational Support Teams (BESTs) and the evaluation these organisations was a core feature of the first two studies summarised. In the PBAP ‘teacher coaches’ worked with existing the LA services educational psychology and behaviour support. The aim of behaviour improvement programmes has been to identify problems at an early stage and to put appropriate support into place for pupils at risk of poor attendance, exclusion and disaffection at school, behaviours that can ultimately contribute to failure in the personal and social lives of the pupils in the future with consequent negative effects on their families and communities. Findings from the three studies suggest that, in LAs that operated BESTs and other behavior improvement programmes, there were improvements in attendance and reductions in exclusions greater than in comparable schools. In addition evidence from the PBAP indicated some improvement in pupils’ learning.

Keywords: England; Pupils; Home-school links; Support staff; Pupil attitudes; Behaviour; Disaffection

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction How did the pupils benefit? How did schools and their staff benefit from working with other agencies? What impact did behaviour improvement programmes have on parents, families and the community? How did the location and structure of BESTs affect their work? How did behaviour improvement programmes support schools, students and parents? How was the evidence collected? What are the implications for practice? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Supporting students through behaviour improvement programmes This digest found in Behaviour Send to a friend Word doc 90KB Printer friendly Collate for later Authors Study 1: Halsey, K., Gulliver, C., Johnson, A., Martin, K., Kinder, K. Study 2: Hallam, S., Castle, F., Rogers, L., Creech, A., Rhamie, J., Kokotsaki, D. Study 3: Hallam, S., Rhamie, J., Shaw, J. Publisher Based on: Study 1: Evaluation of behaviour and education support teams DfES research report RR 706 Study 2: Research and evaluation of the behaviour improvement programme DfES research report RR 702 Study 3: Evaluation of the primary behaviour and attendance pilot DfES research report RR 717 Introduction What effect have behaviour improvement programmes had on behaviour and attendance? Behaviour and attendance at school are now key priorities for national government in England. Recent major initiatives including the Primary Behaviour and Attendance Pilot (PBAP) and the Behaviour Improvement Programme (BIP) have attempted to tackle the situation. Both have involved local authorities (LAs) supporting schools, using government funding, to develop their own strategies and to enable schools to work with professionals from health, social services and others. In the BIP multi-agency groupings frequently took the form of Behaviour and Educational Support Teams (BESTs) and the evaluation these organisations was a core feature of the first two studies summarised. In the PBAP ‘teacher coaches’ worked with existing the LA services educational psychology and behaviour support. The aim of behaviour improvement programmes has been to identify problems at an early stage and to put appropriate support into place for pupils at risk of poor attendance, exclusion and disaffection at school, behaviours that can ultimately contribute to failure in the personal and social lives of the pupils in the future with consequent negative effects on their families and communities. Findings from the three studies suggest that, in LAs that operated BESTs and other behavior improvement programmes, there were improvements in attendance and reductions in exclusions greater than in comparable schools. In addition evidence from the PBAP indicated some improvement in pupils’ learning. Keywords: England; Pupils; Home-school links; Support staff; Pupil attitudes; Behaviour; Disaffection