One of the most difficult aspects of working with learners can be dealing with challenging behaviour, but behaviour should not be “managed” it should be supported. Children with learning difficulties have behaviours that challenge and may include aggression, self-harm; soiling or smearing; shouting; and ‘acting out’ or sexualised behaviour in public. Dealing with challenging behaviour without the correct understanding and strategies can be overwhelming and frightening. 

This training course looks at the underlying causes of behaviour that may challenge us as professionals working in teaching environments.  This course helps attendees to understand that if we only focus on the behaviour, and not on the causes then the behaviour will never change.  This course also ensures that attendees look at their own responses to student behaviour and how this impacts on the wider picture and student well-being.  This training course provides a different perspective of behaviour “management”, is interactive and provides attendees with lots of practical, effective strategies that will ensure that they feel confident and fully equipped to support learners who display behaviour that challenges the adults that they work with. 


Chris Greenhough , Head Teacher Swanwick School and Sports CollegeOutstanding Special needs School

INSET Outline 

Understand what is meant by “Challenging Behaviour”

1.1. Recognise behaviour that challenges us as individuals in the learning environment

1.2. Recognise why we sometimes behave “badly” and the impact that this has on us and those around us

1.3  Recognise why behaviour challenges us in the learning environment

Be able to identify the unseen triggers of challenging behaviour  

2.1. Use the Iceberg theory of behaviour to identify examples of challenging behaviour within the learning environment

2.2  Identify the impact that behaviour has on individuals and the learning environment

2.3  Use the iceberg theory to identify unseen triggers and causes of behaviour

Be able to support learners during times of crisis

3.1. Identify behaviour that may be shown during times of crisis

3.2. Identity effective ways to support a young person in crisis.

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