Embedded Files
Guidelines on Student Behavior
ISB understands that behavioral challenges are an occasional side effect of emotional and learning difficulties. Classroom teachers, counselors/psychologists, support teachers and administrators all play a role in helping students learn to manage social, emotional and behavioral challenges.
Responding to Incidents of Physical Aggression
Incidents of physical aggression towards self or others will be documented using the ISB incident report and the parents of all students involved will be notified by email and /or phone call as soon as possible (same day).
For students with identified behavioral needs, the FBA incident form will be used. In addition to notifying the parents and divisional administrator, the school psychologist and Director of Student Services will also be notified as soon as possible (same day). The school-based team will meet to debrief and review the behavioral supports in place for the student.
If there is concern that a student poses a danger to themself or others, applicable ISB protocols and procedures will be followed, including ISB discipline policies, ISB Non-Suicidal Self Injury Guidelines and the ISB Suicidal Behavior Guidelines. A meeting will be held with the parents and relevant ISB employees to consider the function of the behavior and to review the positive behavioral strategies in place. Repeated instances of physically aggressive behavior should trigger the completion of a Functional Behavioral Assessment and creation of a Behavior Support Plan. If physical restraint has or may be used, a Safety Plan should be created/reviewed.
Restraint*
Physical restraint (also referred to as physical intervention, restrictive physical intervention, or therapeutic holding) is defined as “one or more persons using their bodies to restrict the movement of another person” (Peterson, 2014).
Physical restraint may be used in response to an unexpected, emergency situation, or as part of a student’s Behavior Support Plan and Safety Plan. Physical restraint will be used as a last resort and only when a student poses an imminent danger of seriously hurting themself or someone else, and when other interventions are ineffective. The restraint should be discontinued as soon as there is no longer imminent danger of serious physical harm to self or others. Every effort will be made to implement a system of positive behavioral supports and to prevent the need for the use of restraint. Planned physical restraint should only be used by personnel with appropriate training and as part of a Behavior Support Plan and Safety Plan.
Physical restraint may not
inhibit a student's primary means of communication
be used when there is a risk of property damage, the student is non-compliant, confrontational, or verbally aggressive unless there is substantial risk of immediate injury to someone
as a consequence for inappropriate behavior or as a means of coercion
Physical restraint may never be used in a manner that restricts a child’s breathing or harms the child.
If physical restraint is used, the incident will be documented using the FBA incident report and the child’s parents and the divisional principal, school psychologist, and Director of Student Services will be notified as soon as possible (within 24 hours). The school-based team will meet to debrief and review the behavioral incidents in place for the student.
Teachers and other personnel who may need to use physical restraint in their role at ISB will be trained annually on positive behavioral supports and de-escalation strategies, as well as the use of safe physical restraint in emergencies.
Parents will be informed about ISB’s policies and practices regarding physical restraint. Parents will receive a copy of their child’s Behavior Support Plan and Safety Plan. The effectiveness of a student’s Behavior Support Plan and Safety Plan will be reviewed at least once a semester.
Seclusion
Seclusion refers to placing a student in a location where they are alone and prevented from leaving that location (Peterson, 2014). Seclusion may not be used at ISB.
Responding to a Pattern of Aggressive and/or Disruptive Behavior+
Our program is not suitable for students who consistently demonstrate verbally or physically aggressive behavior towards students or staff, or for students who consistently disrupt the learning of other students. All students’ rights to a safe learning environment and school community will be protected.
If a student displays a pattern of aggressive behavior or consistently disrupts the learning environment, impeding the learning of others, the following steps will be initiated with full parent participation and documentation throughout the process.
* Adapted from Peterson, R.L. (2014). Restraint and seclusion, Policy Q&A. Lincoln, NE: Student Engagement Project, https://k12engagement.unl.edu/restraint-seclusion-policies and U.S. Department of Education, Restraint and Seclusion: Resource Document, Washington, D.C., 2012. www.ed.gov/policy/restraintseclusion
+ Adapted from International School Brussels Guidelines on Student Behavior.
Documents used in the development of these guidelines:
2012 US Dept of Ed Best Practice guidelines
UK Guidance (2002),
Page updated
Report abuse