A language focused approach to supporting children with social, emotional and behavioural difficulties (SEBD)

ABSTRACT

Children with Social, Emotional and Behavioural Difficulties have been shown to constitute a unique class of Special Educational Need, where their ‘challenging’ behaviour can often result in a disproportionately punitive response, rather than one characterised by a needs-based understanding of behaviour as communication. Such an understanding underpins relational approaches to behaviour management in school where a will to develop, maintain, repair and sustain attachments is key. In addition, the centrality of language to the success of such approaches has also been identified. This paper explores a relational approach in school within the context of Nurture Groups, Restorative Practice and positive language and communication. It concludes that to enact a principle of inclusion for troubled children, we need to create facilitating environments in school that are consistent, equitable and that promote trust, through naturalistic opportunities for positive language and communication.

KEYWORDS:

• Language
• nurture groups
• restorative practice
• behaviour management
• SEBD

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.