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Relational and Inclusive Behaviour Policy and Practice

Our Relational and Inclusive Behaviour Policy provides a framework for creating school cultures where every student feels valued, understood, included and experiences a genuine sense of known belonging. Rooted in our integrated education and clinical approach, the policy recognises that behaviour is a form of communication and seeks to understand the individual needs, experiences and strengths that may influence how students engage, learn and interact.

Relationships, Belonging and Understanding Behaviour

The policy promotes a proactive, relational and evidence-informed approach that prioritises positive relationships, belonging, participation and inclusion. Drawing upon current research, Trauma Informed Practice (TIP), Ask, Accept, Develop® (AAD) principles and evidence about what works in education, it supports schools to create emotionally safe, responsive and inclusive environments where all students can thrive.

Rather than focusing solely on managing behaviour, the framework supports schools to build cultures that foster connection, belonging, co-regulation, reflection and growth. It encourages colleagues to understand the meaning behind behaviour, make reasonable adjustments where needed, and work collaboratively with students and families to achieve positive outcomes.

Learning, Repair and Restorative Practice

The policy moves away from a sanctions-led approach and instead promotes the use of natural and logical consequences that help students learn, develop responsibility and understand the impact of their actions. By focusing on teaching, repairing and restoring, rather than simply punishing, schools can support students to develop the skills, confidence and self-awareness needed for successful futures.

Through implementation support, professional development, quality assurance and accreditation opportunities, we help schools embed relational and inclusive approaches in a way that is sustainable, impactful and reflective of their unique community.

The policy enables schools to develop consistency whilst maintaining flexibility, ensuring that practice remains both inclusive and responsive to individual need.

From Policy to Everyday Practice

Governance is provided through the Behaviour and Culture Board, attended by interdisciplinary leaders from education and clinical practice. The Board supports oversight of the Relational and Inclusive Behaviour Policy, monitors implementation, strengthens consistency across schools and promotes ongoing work to reduce restrictive practice through relational, preventative and evidence-informed approaches. It also ensures the policy continues to evolve in response to evidence, practice learning and the needs of students.

Ultimately, the policy supports schools to create environments where students feel safe, connected, respected and able to belong, preparing them for positive participation in school, their communities and beyond.