Unit 2: Informed practice

This unit explores informed practice and what this might entail. Trauma-informed practice and positive handling strategies are commonly used approaches in schools. This unit considers key well-researched social, emotional and mental health frameworks when dealing with pupils at risk of high-level behaviours. Using an adapted and anonymised behaviour plan, learners can see how the principles of understanding antecedents are key to supporting pupils. This unit also seeks to ensure that schools provide appropriate support for staff potentially dealing with stressful behaviour situations.

You will look at a case study and learn about some common approaches to understanding and dealing with high-level behaviours in schools. A holistic approach to behaviour management requires schools to see behaviour as communication. Highly disruptive behaviour is often an indication of unmet needs. Trauma-informed practice and understanding the impact of attachment disorders help schools to respond more sensitively when a crisis occurs. Positive handling approaches, which emphasise de-escalation and behaviour plans, are essential to support staff when encountering disruptive behaviours. How well schools support staff who deal with these behaviours is essential to ensure that practitioners do not leave the profession from mental health problems, such as burnout.

• Explore how trauma-informed practice and positive handling strategies can effectively address high-level behaviours in schools.
• Understand key social, emotional and mental health frameworks for behaviour management.
• Recognise behaviour as communication and the need for a holistic approach to behaviour management that addresses underlying needs.
• Provide support for staff dealing with high-stress behaviour situations to prevent burnout.