New report on positive reinforcement in schools

The use of positive reinforcement was identified as impactful for promoting positive relationships and behaviour in schools, a report has found.

Non-profit organisation Children in Scotland published a summary paper which adds new evidence to the ongoing discussions about behaviour and relationships in schools.

The report involved speaking directly to a group of secondary school-aged pupils with a range of additional support needs (dubbed the Inclusion Ambassadors).

The group also shared their views on what contributes to distressed behaviour including unfair expectations, lack of support and stress.

Based on the views of the Inclusion Ambassadors, Children in Scotland has proposed several recommendations to support professionals working with children and young people.

Recommendations include taking a rights-based and child-centred approach to addressing issues relating to behaviour and relationships in school, as well as recognising the positive achievements and decision making of all pupils to support young people to build confidence and make positive choices.

Chris Ross, policy, projects and participation manager, said: “Behaviour and relationships in schools has been a prominent topic in discussions about Scottish education in recent months and it is critical that children and young people’s voices are central to this debate.

"Drawing on their own experiences, the Inclusion Ambassadors offer a valuable perspective on how the current approach in schools can be improved.

We hope the recommendations outlined in the relationships and behaviour summary paper can support the development of policy and practice in this area.”