Behaviours of Concern policy

Introduction
A Behaviour of Concern policy was formulated during September 2025, in light of the publication of Understanding Behaviours of Concern and Responding to Crisis Situations: Guidelines for Schools in Supporting Students by the Department of Education (December 2024). It recognises the changing profile of the needs of some children in the school and seeks to guide staff, parents and children with regard to managing behaviours of concern in the school setting.  This policy was reviewed in December 2025, following consultation with parents and school staff, and in light of experience during Term 1 25/26.
All pupils of Ballyfin NS, regardless of their setting or needs profile, are ultimately subject to the Code of Behaviour of the school, and this Behaviours of Concern policy does not supersede any provisions of the Code of Behaviour, but is complementary to it, and should be read in conjunction with it.

Rationale
This policy has been developed:

• To provide information for staff and parents on how the school responds when addressing situations involving behaviours of concern
• To promote an inclusive environment in Ballyfin NS where we can respond effectively to behaviours of concern
• To assist us in building on good practice including prevention and de-escalation of behaviours of concern
• To provide guidance on effective approaches to supporting pupils with behaviours of concern in crisis situations.

 
 
Definition of Behaviour of Concern
As defined in Understanding Behaviours of Concern and Responding to Crisis Situations: Guidelines for Schools in Supporting Students ‘All behaviour is communication. Behaviours of concern can be defined as “behaviours that indicate a risk to the safety or wellbeing of the people who exhibit them or to others” (Chan et al., 2012) …..Behaviours of concern do not include behaviours that reflect cultural differences, neurodiversity, individual interests and unique expression or functioning where such behaviours do not negatively impact on health, wellbeing and quality of life’.
See the Code of Behaviour for list of gross misdemeanours that constitute examples of behaviours of concern. In many cases, incidences of such behaviours can be addressed as outlined in the Code of Behaviour. However, under the Continuum of Support model, it is acknowledged that a small minority of pupils may require specialised support and may need a sustained and systematic response from all the important adults in their lives to learn improved behaviours. They may also require the involvement of specialised support services such as NEPS, the HSE Community Services, the NCSE, the Gardaí, or Adolescent Mental Health Services etc. It is to these pupils that the Behaviour of Concern policy applies in the main. As noted above, this is not to suggest that Code of Behaviour is redundant for them.

School ethos and principles
Ballyfin NS is a primary school under the patronage of the Catholic Bishop of Kildare and Leighlin. Our school is committed to the following aims:

• Enabling each child to live a full life and to realise his/her full potential as a unique individual;
• Enabling each child to develop socially through interacting and co-operating with others;
• Preparing each child for further education, work and lifelong learning through the provision of appropriate learning opportunities;
• Creating an atmosphere conductive to the development of the child, based on fairness, respect and tolerance;
• Fostering, developing and maintaining a good home-school relationship.

Our school seeks to nurture the children in all dimensions of their lives and to provide quality learning experiences through a broad, balanced and relevant curriculum in a safe and happy environment. We seek to foster a spirit of mutual respect within our school for everyone, including those of different religious affiliations, different nationalities and different abilities.
We maintain a close relationship with parents and the local community, and we encourage our pupils to participate in parish and community activities where appropriate. We recognise the importance of social and moral, as well as academic, education and the great importance of parental involvement in all aspects of their children’s education.
The safety of all members of the school community is a priority concern of Ballyfin NS, and all members of the school community are expected to respect and support the safety of others. We seek to create a welcoming and caring environment for all members of our school community.

Positive behavioural supports
See the Code of Behaviour for details of the positive behavioural supports implemented in Ballyfin NS:

• Clear communication of behavioural expectations
• Praise
• Shared ownership
• Wellbeing supporting culture
• Reduced opportunities for poor behaviour
• Building positive relationships
• Home school links
• Reward systems

For those children requiring behavioural support at the highest level of the Continuum, such strategies may not be adequate, however. They may require individualised Behaviour Management Plans, incorporating elements such as:

• An in-depth analysis of why the behaviours might be occurring
• Visual schedules
• Choice boards
• Use of social stories
• Explicit teaching of social skills
• Highly personalised reward systems
• Appropriate replacement behaviours
• Access to preferred items/activities intermittently throughout the day
• Sensory breaks
• Access to regulation spaces

Management of Behaviours of Concern

Analysis of Behaviour
Behaviours of concern generally serve some function for the child, even if it can be difficult to ascertain what that might be. Functions of behaviour may include:

• Escape/evasion – the behaviour may result (directly or indirectly) in the child avoiding a task or activity that they did not wish to complete.
• Attention – the behaviour may result in gaining the attention of adults or peers, even in a negative way
• Tangible reward-  as a means of getting a desired item or activity.
• Sensory need – a means of achieving a preferred sensory experience.

It may be useful to compile ABC (Antecedent, Behaviour, Consequence) reports to assist in the identification of triggers, patterns and/or functions of various behaviours of concern. A wide range of resources to support the analysis of behaviour are available from agencies such as the NCSE and NEPS (e.g. See Appendix 1:  SESS Advice Sheet 30). Supportive advisory visits from an NCSE advisor may be booked through the NCSE schools portal when required.

De-escalation techniques:
The results of behavioural analyses may, over time, assist staff members in intervening to prevent or de-escalate behaviours of concern.  Where ever possible, de-escalation techniques should be used before any other responses are considered. Suitable techniques will vary from child to child, and will be influenced by the development stage of the child, what the behaviour is trying to communicate, and what the function of the behaviour might be.
Common de-escalation techniques that are recommended in Ballyfin NS include:

• Active listening
• Acknowledging the emotions of the child
• Reducing the communication load
• Using a preferred mode of communication (e.g. a picture rather than verbalisations)
• Physical direction to an alternative activity
• Problem solving (if the pupil is in a receptive state)
• Offering clear simple choices, to include self-regulation options
• Prompting a strategy that may have been agreed previously with the child
• Allowing adequate personal space
• Adopting non-threatening body language, avoiding direct or sustained eye-contact, and using a calm gentle tone of voice (if verbalising)
• Going to an alternative space with the pupil that is less stimulating
• Removing triggers (if possible and known).

Self-regulation options
The availability of self-regulation spaces and activities throughout the school day can serve to help to prevent the occurrence of behaviours of concern. These spaces and activities allow pupils to process their thoughts, feelings and behaviours. It is anticipated that Ballyfin NS will have a professionally installed sensory room by the end of 25/26, to complement the existing ad hoc self- regulation spaces in classrooms, cloakrooms and other areas. The ASD class outdoor play area, the playground, school hall, playing field and astroturf pitch also offer spaces where self-regulation may occur.  The self-regulation spaces accessed and the activities and materials made available in them vary according to the needs of individual children. Sensory materials may also be made available within the classroom setting, to allow for self-regulation without impacting on classroom time e.g. resistance bands on chairs, terraputty, wobble stools etc.
Depending on the spaces available and the needs of individual pupils, pupils access the self-regulation spaces in different ways. For example, it is likely that pupils could independently access self-regulation corners in classrooms (subject to the protocols the class teacher has in place), whereas access to outdoor or other regulation spaces are more likely to require SNA support and therefore need timetabling or some form of request system in order to operate effectively. Some children may have frequent self-regulation breaks timetabled as part of their daily activities while others may access these activities or areas only occasionally when necessary.
All access to self-regulation spaces is subject to Health and Safety, Child Protection and Supervision requirements. In some circumstances priority needs may have to be identified by school staff to determine which children get most access to sought after self-regulation spaces.

Inclusionary time-out
Inclusionary time-out (not to be confused with seclusion) is a planned behaviour support strategy where a pupil remains in a supervised environment but is temporarily removed from active participation in the learning environment to help regulate emotions or behaviour. It is a self-regulation tool rather than a punitive measure.
Inclusionary time-out involves the removal of access to positive reinforcers such as the attention of peers or adults, participation in the activity, or a specific reward of value to the pupil. Removal of access to reinforcers is contingent on a particular behaviour of concern, (or set of behaviours) with the goal of reducing or eliminating it.  To be effective, pupils must prefer participation in the learning environment to the time-out experience. It is essential that pupils with whom time-out is used understand the inclusionary time-out procedure, why it is needed, how they might avoid it, and that when they are calm and ready to reengage with the activity the inclusionary time-out will end. Inclusionary time out is intended to be a calm response that protects the rights of all pupils while simultaneously conveying that the particular pupil is a valued member of the school community. The use of inclusionary time out should be preceded by serious consideration of the developmental, emotional and environmental factors unique to the student.

Crisis response

Dynamic risk assessment
Despite the best efforts of staff, it may be that the prevention and de-escalation strategies do not work, and the behaviour escalates to a crisis situation. Prioritising the safety of both the distressed student and those around them is crucial in these situations. Understanding Behaviours of Concern and Responding to Crisis Situations: Guidelines for Schools in Supporting Students recommends the following process for conducting a brief, on the spot assessment to adaptively manage risks in the ever-changing context

• Step Back: Evaluate whether immediate intervention is necessary.
• Assess threat: Consider the student (s), staff, objects, environment and situational factors.
• Find Help: If required, seek assistance from colleagues or use the physical environment to reduce risks.
• Evaluate options: Is there another option available in the circumstances for preventing harm?
•  Continual Monitoring: Re-evaluate the situation and monitor risk levels.

Depending on the findings of this Dynamic Risk Assessment, it may be appropriate for staff members to:

• Enact a pre-planned exit strategy for peers and adults to ensure the safety of all concerned
• Move into a safer position within or near the space
• Access support from colleagues or parents.  

It is expected that staff members of Ballyfin NS will provide the standard of care of a reasonably prudent parent to pupils, including those exhibiting behaviours of concern in a crisis situation. The Board of Management asserts that staff members are not expected to place themselves or leave themselves in situations where they are being physically attacked or assaulted.

Physical restraint
As defined in Understanding Behaviours of Concern and Responding to Crisis Situations: Guidelines for Schools in Supporting Student physical restraint is ‘any procedure where one or more adults restrict a student’s physical movement or normal access to their own body’. It is an intervention used in crisis situations when not to do so could result in serious physical harm or injury to the student or others. Physical restraint must not be used to punish a student for unacceptable behaviour under any circumstances.
Physical restraint, thus defined, is not permitted in Ballyfin NS, except in a crisis situation where there is imminent risk to pupils’ physical safety or the safety of others.  If it appears that a behaviour is escalating to the point that it is placing the student or others at imminent risk of serious physical harm, this is a crisis situation that may require physical restraint. Staff must use professional judgement to decide if the unique situation constitutes a serious and imminent risk to the safety of the individual and others.
Such crisis situations that put the safety of an individual or others at risk may involve, for example:

• A pupil putting themselves in danger, e.g. by running into a road or towards explicit danger;
• Self-injurious behaviour such as banging his/her head with force on a hard surface;
• The throwing of large items, such as computers or furniture at peers or adults;
• Physical attacks on another person.

As outlined in Understanding Behaviours of Concern and Responding to Crisis Situations: Guidelines for Schools in Supporting Student any use of physical restraint must be:

• Timely. Physical restraint should NOT be the first option, nor done at the onset of a known escalation sequence.
• Measured. Use only enough physical contact and force to maintain or re-establish safety for the student, peers or adults, and remove physical contact in favour of shadowing as soon as the student can regain control of him/herself (Shadowing is moving one step back from physical contact and staying close enough to make physical contact if needed).
• Appropriate. Consider the least amount of touch and force needed to manage the emergency and safety of all concerned. Take into account any additional needs the student may have including self-management, language difficulties, sensory needs, medical considerations (such as stability issues, unsteady footing or coordination difficulties) and social differences. Consider the vulnerability of the student in relation to their experience of trauma.
• Carried out by appropriately trained persons, if at all possible.
• Reviewed subsequent to the event and a report prepared. Where a physical restraint has been used in a school, the incident must be reported to the school principal and, subsequently, to the Board of Management. Schools are also required to report instances of physical restraint to the NCSE. A reporting template (Resource 4) is provided in the ‘Resources’ section of these Understanding Behaviours of Concern and Responding to Crisis Situations: Guidelines for Schools in Supporting Student.

It is important to note that physical restraint differs from appropriate physical contact between staff and pupils, which is an everyday occurrence in schools. As Understanding Behaviours of Concern and Responding to Crisis Situations: Guidelines for Schools in Supporting Students makes clear, physical contact is often entirely necessary and should not be avoided in a supportive capacity.  Examples of appropriate physical contact used in Ballyfin NS, for example, include: close contact when tending to care needs, hands on shoulder or arm around shoulder to provide comfort, taking children by the hand, linking arms to support a child with mobility issues, high fives, handshakes, hugs, child sitting on knee by own choice etc.  What is appropriate contact towards young children may not be as appropriate for older children (e.g. taking a child by the hand etc. ). In any event, if a child indicates they do not wish this sort of physical contact, adults will respect this. 
When schools are following the guidance and recommendation of the relevant professional in the use of equipment to support physical or sensory needs (e.g. harness restraints in frames, weighted vests, deep pressure sensory processing interventions etc.) this does not constitute physical restraint as defined in Understanding Behaviours of Concern and Responding to Crisis Situations: Guidelines for Schools in Supporting Students. The use of school bus seatbelts or harnesses for safety during transportation is an essential part of school transport, and is not regarded as physical restraint.
Likewise, if consent has been obtained from the child before lifting /carrying them (e.g. lifting a child down from a height when they put their hands out to be carried), or if particular actions have been consented to by parents signing a child’s individual support plan (e.g.  lifting child onto changing bench may be part of intimate care protocol) this is not considered restraint.
Furthermore, blanket restrictions on movement that apply generally (e.g. classroom routines, rules that certain areas are off-limits to pupils at certain times, or that particular rules apply in particular areas) do not constitute restraint under the terms of this policy.

Seclusion
As stated in Understanding Behaviours of Concern and Responding to Crisis Situations: Guidelines for Schools in Supporting Students ‘Seclusion should not be used in any circumstances in any recognised school setting’ and as such is not permitted in Ballyfin NS.
Seclusion is defined by Child Protection Procedures for Schools 2025 as involving three factors:

• the child has been involuntarily detained;
• they are alone;
•  and they are physically detained.

It is not considered seclusion where only one or two of the factors are involved. It is also not considered seclusion if:

• Blanket restrictions on movement apply, e.g. doors are locked for the security and safety of the cohort of pupils, rules forbidding pupils leaving the school premises for safety reasons are in force etc.
• Proactive strategies are employed that involve redirecting a distressed, overstimulated or overwhelmed student into a low stimulus environment as long as they are free to leave this space and this is an agreed strategy in their support plan.
• If a student independently takes themselves to a space or room. (Vigilance is needed to ensure they do not isolate themselves for extended periods of time).

​Post-crisis response
Depending on the severity of the crisis and the form it took, a number of actions may be required in the aftermath of the incident.
These may include:

• Seeking medical assistance or providing first aid if necessary.
• Providing space and time for the student to regulate.
• De-briefing other pupils impacted by the incident and returning them to normal school routines as soon as possible.
• Notifying parents (of the pupil involved and also those impacted if applicable) and arranging meeting/s to discuss the incident.
• De-briefing with staff involved, encouraging access to Employee Assistance Services if necessary.
• Recording the incident for the pupil’s file  - the documentation produced will depend on the circumstances of the incident (e.g. ABC form, Incident Form, Report of physical restraint to NCSE etc.)
• If necessary preparing a report for the principal/ Board of Management/ NCSE
• Seeking the advice of outside agencies in certain circumstances, e.g. NEPS
• When the pupil is calm, and in an age and developmentally appropriate way, de-briefing with them. This may take a variety of forms, and depending on the nature of the incident, may include the application of sanctions as outlined in the Code of Behaviour. While this should happen in a timely fashion, it may not happen immediately, as sufficient time may be required for staff to reflect on the incident, to inform parents, to consult with external agencies etc.
• Updating Risk Assessments, school policies and protocols, amending the pupil’s Student Support Plan if necessary.

 
Success criteria
It is acknowledged that behaviours of concern are stressful for school staff, pupils, parents as well as for the pupils exhibiting such behaviours. As addressing behaviours of concern is an ongoing and changing process, it is difficult to evaluate the success of an overall policy.
However, this policy shall be deemed successful if it assists school staff and parents in addressing behaviours of concern effectively and collaboratively.

​Roles and responsibility
All members of the school community have a role and a responsibility in addressing behaviours of concern and in upholding the requirements of this policy.

Implementation and review
This policy reflects ongoing practice in Ballyfin NS. It is anticipated that it will be reviewed as experiences with behaviours of concern dictate.
This Behaviours of Concern Policy was ratified by the Board of Management of Ballyfin NS on December 12th, 2025.

Fr Joe Brophy, Chairperson, BOM                                                                                                       Brigid Bennett, Secretary, BOM
  
 
Appendix 1: SESS Advice Sheet 30, Recording and Analysing Disruptive Behaviour