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BEHAVIOUR

The biggest challenge to inclusive policies is thrown up by unacceptable behaviour. Here, too, some form of additional support is necessary. Partnership is again vital and a holistic approach essential. Challenging behaviour is a constant theme of SSLA work and many superb examples have been provided by SSLA seminars and conferences. Behaviour is situation specific and different situations require different strategies and different resources thus making it impossible to compare provision.

One of the classic approaches to encouraging acceptable behaviour is through behaviour charts. To be effective they must be embedded in a whole learning community approach. An example from Newfield PS in South Lanarkshire illustrates the importance of shared values and multi-disciplinary participation in a supportive environment. Similarly alternative in-school accommodation is a tried and tested approach. The difference between sin-bin and reintegration unit lies as much in the ethos as in the provision. An example here comes from St Maurice's High School.

A further approach to dealing with behaviour problems lies in the provision of alternative curriculum and this is illustrated by Harlaw Academy's "Adventure in Education" and Lochgelly High's "Alternative Curriculum Project". Another example of multi-agency partnership comes from the Cedarbank Centre in West Lothian. Lunch times and break times are often difficult periods for vulnerable youngsters. Projects in Dunbar PS in East Lothian, Charleston School in Aberdeen City and St Columba's PS in Dundee. This latter involving Barnardo's shows the value of good partnerships. This is further exemplified by Hayshead PS in Angus.

Traditionally there is a predominance of secondary school work in developing behaviour approaches but primary schools are increasingly becoming involved in formulating new approaches. Now the New Community School movement provides an ideal media for such work based on inclusion, shared values and co-operation. It is important to note that it is the importance, not of structures but relationships, attitudes and values which makes the work most likely to succeed.