Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of school behaviour and reward systems on the needs of vulnerable pupils, including those affected by Adverse Childhood Experiences and neurodivergent conditions; and whether guidance will be issued to support more trauma informed approaches.

The department recognises that behaviour and reward systems should meet the needs of all pupils, including vulnerable pupils, those affected by adverse childhood experiences, and pupils with special educational needs and disabilities or neurodivergent conditions. The department’s ‘Behaviour in schools’ guidance supports schools to develop lawful, proportionate and reasonable behaviour policies that promote good behaviour while reflecting pupils’ individual needs and circumstances. The guidance is available at: https://www.gov.uk/government/publications/behaviour-in-schools--2.

Schools must also comply with the Equality Act 2010 and the Education and Inspections Act 2006, including by making reasonable adjustments for disabled pupils and avoiding unlawful discrimination. Rewards and sanctions should be applied fairly and consistently, with appropriate adjustments for pupils with additional needs.

In the schools White Paper, ‘Every child achieving and thriving’, the department outlines plans to update the ‘Behaviour in schools’ guidance and publish refreshed, evidence-led behaviour resources, practical tools and case studies. This work provides an opportunity to consider how guidance can further support inclusive approaches to behaviour management.