Support Positive Behaviour in Children and Young People

Assignment Brief

Support positive behaviour in children and young people

1. Summarise policies and procedures relevant to promoting children and young people positive behaviour

2. Explain effective practice in relation to behaviour management.

Sample Answer

Support Positive Behaviour in Children and Young People

Policies and Procedures Relevant to Promoting Positive Behaviour

Promoting positive behaviour in children and young people is a central part of creating a safe, respectful, and supportive learning environment. Most educational settings and childcare organisations have formal policies and procedures in place to guide how staff should encourage appropriate behaviour, respond to challenging behaviour, and ensure fairness and consistency. These policies are not just practical guidelines, they are rooted in legislation and national frameworks designed to protect children’s rights and well-being.

One of the key policies in schools is the Behaviour or Positive Discipline Policy. This outlines the standards of behaviour expected from pupils, the strategies used to promote positive conduct, and the consequences for unacceptable behaviour. The goal is not punishment, but to teach self-control, empathy, and responsibility. The policy usually connects with other documents such as the Safeguarding Policy, Anti-Bullying Policy, Inclusion Policy, and Equality and Diversity Policy, ensuring that every child is treated fairly and that discipline is free from discrimination or bias.

These policies are often shaped by legislation such as the Children Act 1989 and 2004, which places a duty on organisations to safeguard children’s welfare, and the Education and Inspections Act 2006, which empowers schools to promote good behaviour and prevent disruption. The United Nations Convention on the Rights of the Child (UNCRC) also underpins these frameworks, emphasising that children have the right to be treated with dignity and to have their voices heard in matters that affect them.

In practice, procedures for promoting positive behaviour include establishing clear classroom rules, using positive reinforcement, applying consistent sanctions when necessary, and ensuring that children understand the reasons behind both rewards and consequences. Staff are expected to model the kind of respectful behaviour they want children to adopt. Record-keeping systems, such as behaviour logs or incident reports, help ensure that all behavioural concerns are tracked and addressed systematically. These records are also important for identifying patterns that might indicate deeper emotional or social issues requiring intervention.

Effective Practice in Relation to Behaviour Management

Effective behaviour management is about much more than enforcing rules, it involves understanding the reasons behind behaviour, fostering positive relationships, and creating an environment where children feel valued and respected. The foundation of effective practice lies in prevention, consistency, and positive reinforcement.

First, building strong relationships with children and young people is critical. When children feel listened to and respected, they are far more likely to respond positively to guidance and correction. Practitioners should demonstrate empathy, patience, and clear communication, showing genuine interest in each child’s feelings and experiences. This relational approach helps children develop trust and encourages them to regulate their behaviour not out of fear of punishment, but out of respect for others.

Another key element is the use of positive reinforcement, acknowledging and rewarding good behaviour rather than focusing solely on misbehaviour. Praise, certificates, house points, or simple verbal encouragement can reinforce desirable actions and help children internalise good habits. It’s important that praise is specific and sincere, highlighting exactly what the child did right, such as sharing, cooperating, or showing kindness. Over time, this cultivates intrinsic motivation, where children begin to behave appropriately because they understand the value of doing so.

Consistency is also crucial. Children need to know that expectations are fair and predictable. When boundaries shift or consequences vary from one adult to another, it causes confusion and can encourage testing behaviour. Practitioners should therefore work as a team to ensure that the same standards are applied across all settings. Regular staff training and communication help maintain this consistency and support a unified approach.

At the same time, practitioners must adopt an individualised approach, recognising that not all children respond in the same way. Some may display challenging behaviour due to additional needs, trauma, or difficulties at home. Understanding the underlying causes, whether emotional, developmental, or environmental, allows for more compassionate and effective strategies. For instance, a child acting out may benefit more from emotional support or structured routines than from sanctions. In such cases, collaboration with parents, carers, and external agencies can make a significant difference.

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