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Last reviewed on 3 February 2017
Ref: 684
School types: All · School phases: Primary, Secondary

How can we manage the behaviour of pupils with emotional and learning needs? This article features case studies and videos that outline how schools are addressing challenging behaviour. It also looks at some psychological perspectives on behaviour management.

Making outcomes predictable

We visited Ladywood School, a special school in Bolton with teaching school status. The school caters for primary-aged pupils with complex learning difficulties and/or autistic spectrum disorders (ASDs).

We asked deputy headteacher Gillian Houghton how the school manages pupils' behaviour. Pupils with learning difficulties and special educational needs (SEN) may have associated behavioural problems, and this is the case for some pupils at Ladywood School.

Ensuring consistency

Gillian explained that the most important element of behaviour management for pupils with special needs is maintaining a consistent approach.

She highlighted the importance of ensuring there are predictable consequences for bad behaviour, especially for pupils with SEN arising from an ASD.

Gillian explained that this holistic approach means that pupils have a clear understanding of

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