I used to believe that a child’s challenging behaviour in my school was down to everything that they have going on in their complex lives. I don’t anymore!
Although the cumulative risk factors in a child’s life increase the likelihood of them presenting with social, emotional and mental health (SEMH) needs, this does not make their challenging behaviour inevitable. It simply means that although the majority of children cope, some children find the routine aspects of everyday school life difficult to manage.
These children need good relationships with people who know them well. They need a school which works tirelessly to understand their needs and their academic profile. They need a resilient school where staff are expected (and have permission) to make continual adaptions to prevent them being placed in a situation that is too much for them.
As the headteacher, if staff in my school choose not to make those adaptations and plough on regardless, expecting the child to suddenly be able to cope, the resultant behaviour is down to me. I believe that my school would then be guilty of placing a child in a situation which is too much for them, setting them up for a fall and letting them take the blame.
I knew this child; I was the one who excluded him
This point was driven home very early in my life as a PRU headteacher at a centre which serves our town. Just before I had arrived, a child had entered the centre with a fearsome reputation. His behaviour in mainstream school had been extremely challenging and had ultimately led to his permanent exclusion. His behaviour in the centre, however, showed none of those traits. He was settled, pleasant to be around and the staff were wondering how on earth he had been excluded. I had a dreadful realisation. I knew this child; I had been his mainstream headteacher and I was the one who excluded him.