Introduction
In the field of education, particularly within the context of Special Educational Needs and Disabilities (SEND), supporting children and young people to identify their learning goals and aspirations is a fundamental aspect of fostering positive behaviour and personal development. This essay, written from the perspective of a student studying Positive Behaviour in SEND contexts, explores how educators can facilitate this process, drawing on established theories and practices. The discussion will outline practical strategies for support, illustrate these through a real-world example in a primary classroom setting, and examine the importance and impacts of such approaches on children and young people. By integrating evidence from academic sources and official guidelines, the essay argues that empowering learners, especially those with SEND, to articulate their own objectives promotes autonomy, engagement, and improved behavioural outcomes. Key points include the role of differentiated support methods, the value of student voice, and the broader implications for inclusive education, aligning with frameworks like the SEND Code of Practice (Department for Education, 2015).
Understanding Positive Behaviour Support in SEND Contexts
Positive behaviour support (PBS) in SEND contexts emphasises proactive strategies that build on individuals’ strengths rather than merely addressing deficits. This approach is rooted in the idea that behaviour is influenced by environmental factors and personal motivations, and it seeks to enhance quality of life by promoting self-determination (Carr et al., 2002). In educational settings, PBS involves helping children and young people with SEND to recognise their own learning preferences and goals, which can reduce challenging behaviours often stemming from frustration or disengagement. For instance, children with conditions such as autism spectrum disorder (ASD) or attention deficit hyperactivity disorder (ADHD) may exhibit behaviours that signal unmet needs, and supporting them to express what they want to learn can transform these into positive interactions.
A sound understanding of this field reveals that self-determination theory (SDT) plays a crucial role here. SDT posits that fulfilling needs for autonomy, competence, and relatedness leads to intrinsic motivation (Deci and Ryan, 2000). In SEND education, this translates to practices where teachers facilitate goal-setting discussions, arguably making learning more meaningful. However, limitations exist; not all children, particularly those with severe cognitive impairments, may easily verbalise their aspirations, requiring adaptive techniques like visual aids or assistive technology. Evidence from research indicates that when PBS is applied broadly, it supports a range of learners, though its effectiveness can vary based on individual needs and school resources (Horner et al., 2009). This awareness highlights the relevance of tailored support in promoting positive behaviour.
Methods to Support Children and Young People in Identifying Learning Goals
As a teacher or aspiring educator studying PBS in SEND, I would employ several evidence-based methods to help children and young people discern what they want to learn and achieve. Firstly, incorporating student voice is essential; this involves structured activities like one-to-one interviews or group circle times where learners express interests and ambitions. The SEND Code of Practice emphasises person-centred planning, recommending that children’s views be central to their education, health, and care plans (Department for Education, 2015). For example, using tools such as ‘All About Me’ profiles allows pupils to share preferences, fostering a sense of ownership.
Furthermore, differentiated instruction is key, adapting methods to suit diverse needs. For children with SEND, this might include visual supports like picture exchange communication systems (PECS) for non-verbal learners or goal-setting worksheets with simplified language (Tomlinson, 2014). I would also draw on motivational interviewing techniques, gently probing to uncover underlying interests without imposition, which research shows enhances engagement (Rubak et al., 2005). Logically, these methods address complex problems by identifying barriers—such as anxiety in social settings—and drawing on resources like school counsellors or SENCOs (Special Educational Needs Coordinators) to resolve them.
A critical evaluation reveals that while these approaches are broadly effective, they require careful implementation to avoid tokenism. Some views suggest over-reliance on verbal methods excludes certain SEND groups, necessitating inclusive alternatives (Lewis and Norwich, 2005). Nonetheless, consistent application of such specialist skills demonstrates informed practice in PBS.
Practical Example in a Primary Classroom Setting
To illustrate these methods, consider a practical example from a Year 4 primary classroom where I, as the teacher, supported a diverse group including children with SEND. The class included Tom, an 8-year-old boy with ADHD, who often displayed disruptive behaviours during maths lessons, such as fidgeting or calling out, which disrupted his and others’ learning. Drawing on PBS principles, I initiated a goal-setting workshop to help the class, including Tom, work out their learning objectives.
The session began with a whole-class activity using visual aids: I provided emoji cards representing emotions (e.g., happy, bored) and subject icons (e.g., books for reading, numbers for maths). Children selected cards to indicate what made them feel engaged or what they wanted to achieve, promoting autonomy. For Tom, who struggled with focus, I used a one-to-one follow-up with a simplified goal ladder—a visual tool where he marked steps towards his aim of “getting better at times tables to play maths games with friends.” This aligned with SDT by building competence and relatedness (Deci and Ryan, 2000).
Indeed, I adapted the approach for inclusivity; for a non-verbal child with ASD in the class, we incorporated PECS to select images of preferred activities, such as art-based science projects. Over two weeks, we reviewed progress in short check-ins, adjusting goals based on feedback. This not only reduced Tom’s disruptions—evidenced by fewer incidents recorded in behaviour logs—but also encouraged peer support, as classmates shared their goals in pairs. The example underscores how, in a primary setting, such support can be integrated into daily routines, using resources like those recommended by the National Autistic Society (2019).
However, challenges arose; Tom’s initial goals were overly ambitious, requiring me to guide realistic adjustments without diminishing his input. This reflects the problem-solving aspect of PBS, where teachers must balance encouragement with practicality.
Importance of Supporting Goal Identification
The importance of this support cannot be overstated, particularly in SEND contexts where positive behaviour is closely linked to empowerment. Primarily, it cultivates intrinsic motivation, reducing reliance on external rewards and minimising challenging behaviours (Sugai and Horner, 2002). Official reports highlight that when children with SEND are involved in their learning plans, outcomes improve, including better attendance and academic progress (Department for Education, 2015). Furthermore, it addresses equity; without such support, marginalised learners risk disengagement, perpetuating cycles of low achievement.
From a broader perspective, this approach aligns with inclusive education policies, fostering a school culture where all voices are valued. Research consistently shows that self-directed learning enhances resilience and emotional well-being, crucial for children facing SEND-related stigma (Humphrey et al., 2013). Arguably, its importance lies in long-term impacts, preparing young people for adulthood by building decision-making skills. Evaluations of PBS programmes indicate that ignoring student input can lead to increased behavioural issues, underscoring the need for proactive strategies (Carr et al., 2002).
Impacts on Children and Young People
The impacts of supporting children and young people to identify their learning goals are multifaceted, positively influencing behaviour, academic success, and personal growth. In terms of behaviour, evidence suggests reduced incidents of disruption as learners feel more invested; for instance, studies on PBS in schools report up to 50% decreases in challenging behaviours when self-determination is prioritised (Horner et al., 2009). For those with SEND, this can mean improved social integration, as goal-sharing activities build peer relationships.
Academically, impacts include higher achievement; when children pursue self-chosen goals, engagement rises, leading to better retention of knowledge (Tomlinson, 2014). Typically, this is evident in improved test scores and completion rates. On a personal level, it boosts self-esteem and agency, with qualitative research showing children report feeling “heard” and more confident (Lewis and Norwich, 2005). However, potential limitations include uneven impacts for those with profound needs, where support must be highly individualised.
Overall, these impacts extend to mental health, reducing anxiety by aligning education with personal interests, as supported by NHS guidelines on child well-being (NHS, 2021). Therefore, the approach not only addresses immediate behavioural needs but also contributes to holistic development.
Conclusion
In summary, supporting children and young people, especially those with SEND, to identify their learning goals involves methods like student voice activities and differentiated tools, as exemplified in the primary classroom scenario. Its importance lies in promoting motivation and inclusivity, with significant impacts on behaviour, achievement, and well-being. Implications for educators include the need for ongoing training in PBS to ensure effective implementation. Ultimately, this fosters a positive educational environment, empowering learners to thrive. As a student in this field, I recognise that while challenges exist, the benefits far outweigh them, advocating for widespread adoption in UK schools.
References
- Carr, E.G., Dunlap, G., Horner, R.H., Koegel, R.L., Turnbull, A.P., Sailor, W., Anderson, J.L., Albin, R.W., Koegel, L.K. and Fox, L. (2002) Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4(1), pp.4-16.
- Deci, E.L. and Ryan, R.M. (2000) The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), pp.227-268.
- Department for Education (2015) Special educational needs and disability code of practice: 0 to 25 years. Department for Education.
- Horner, R.H., Sugai, G. and Anderson, C.M. (2009) Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children, 42(8), pp.1-14.
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- Lewis, A. and Norwich, B. (2005) Special teaching for special children? Pedagogies for inclusion. Open University Press.
- National Autistic Society (2019) Good practice guide for schools. National Autistic Society.
- NHS (2021) Mental health of children and young people. NHS.
- Rubak, S., Sandbæk, A., Lauritzen, T. and Christensen, B. (2005) Motivational interviewing: A systematic review and meta-analysis. British Journal of General Practice, 55(513), pp.305-312.
- Sugai, G. and Horner, R.H. (2002) The evolution of discipline practices: School-wide positive behavior supports. Child & Family Behavior Therapy, 24(1-2), pp.23-50.
- Tomlinson, C.A. (2014) The differentiated classroom: Responding to the needs of all learners. 2nd edn. ASCD.
