INSET: Belonging First: Behaviour That Builds Engagement

Build an inclusive culture of belonging where every pupil can thrive both socially and academically.

Creating a culture of belonging is the foundation for meaningful pupil engagement. When learners feel safe, valued, and included, they are far more likely to participate, persevere, and succeed. Belonging First: Behaviour That Builds Engagement offers a fresh, inclusive approach to behaviour management—moving beyond compliance to connection. This course equips staff with practical, relational strategies that foster trust, support emotional regulation, and empower all pupils to thrive. Book now to strengthen your school’s behaviour culture and unlock deeper engagement for every learner.

Why start with Belonging?

Belonging is the emotional cornerstone of pupil engagement. When learners feel accepted, valued, and safe within their school environment, they are more likely to participate actively, take academic risks, and persevere through challenges. A strong sense of belonging fosters trust, reduces anxiety, and supports positive behaviour, particularly for pupils with SEND, SEMH, or those facing disadvantage. It’s not just a pastoral concern—it’s a prerequisite for learning. By prioritising belonging, schools create inclusive cultures where every pupil can thrive both socially and academically.

🎯 INSET Aims

• To explore how inclusive behaviour strategies foster a sense of belonging and increase pupil engagement.
• To equip staff with relational, trauma-informed approaches that support all learners, especially those with SEND, SEMH, or disadvantaged backgrounds.
• To align behaviour practice with current Ofsted expectations around inclusion, wellbeing, and pupil voice.

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🧩 INSET Outline

Belonging as the Foundation of Engagement

• What does it mean to belong in a classroom?
• The neuroscience of safety, trust, and engagement.
• Links to attendance, participation, and academic outcomes.

Behaviour as Communication

• Understanding behaviour through an inclusive lens.
• Recognising unmet needs, emotional regulation, and triggers.
• Moving from compliance to connection.

Creating Inclusive Behaviour Cultures

• Establishing consistent, relational routines.
• Language that includes: reframing correction and praise.
• Supporting SEND and SEMH pupils with proactive strategies.

Trauma-Informed and Relational Practice

• Principles of trauma-informed teaching.
• De-escalation, co-regulation, and restorative conversations.
• Building trust through predictable, respectful interactions.

Empowering Pupil Voice and Ownership

• Encouraging self-regulation and reflection.
• Using pupil-led behaviour agreements and goal setting.
• Creating spaces for feedback and dialogue.

Staff Behaviours That Shape Belonging

• Modelling emotional literacy and calm authority.
• Supporting staff wellbeing to sustain inclusive practice.
• Peer coaching and reflective practice.

enquiries@jmcinset.com