As schools return after the recent school break, and as we welcome students into a new year once again, emotions undoubtedly run high.

Team Teach has been delivering training internationally in the educational sector for over 25 years. We truly understand the cultural nuances in different parts of the world but also understand children are children.  

We all know that the excitement of a new chapter in our lives can partner hand in hand with trepidation, which is no different for students and staff alike as they pass through school entrances to resume their educational journeys. 

With such anticipation can come behaviours that we, as professionals, need to be able to understand, respond to and positively support to ensure we show that inclusion, care and wellbeing are core values for our schools and service settings. Not least as teachers and educators, but also as colleagues and friends. 

Whilst all individuals need ongoing nurturing and support when adjusting to new environments, some may need more help than others. Be it the stresses of anxiety, heightened risk behaviours or withdrawal and despondency, all having possibly been amplified through the course of the pandemic, an inclusion policy is a key component in creating a caring school environment, and in demonstrating leadership and accountability in supporting individuals with additional needs, people of determination and persons with disabilities. 

Understanding how some students may communicate differently to others is hugely important to foster an inclusive culture. Some may raise their voices, others may be non-verbal but may display physical behaviours that indicate an increase in frustration, anxiety, fear or discomfort. How do we as professionals respond if this behaviour is new to us and communicating a message we do not understand? 

Will this challenge in turn have an effect our own behaviour? 

Numerous studies suggest that it may, thus ensuring staff have an appropriate understanding of the possible signs of a person potentially in crisis and what the appropriate support responses may be, are imperative in ensuring we therapeutically employ de-escalation and intervention strategies and deliver the additional behaviour support to those who may need it. 

More information

Please click here, to discuss our positive behaviour management training programme for international schools.

Dan Chesterman is a Team Teach specialist with 15 years international education training and development experience. 

Having cultured training partnerships with schools and settings in Europe, the Middle East, South East Asia and Australasia, his knowledge of main stream education, special education and associated settings, ensures we are able support you with all your training requirements.