Date
30 July 2025

Support positive behaviour​

Try these ideas for de-escalating difficult situations and supporting ākonga to make good choices with their behaviour

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Consider multiple approaches

Consider multiple approaches

Build up a range of approaches to draw from when supporting positive behaviour.
  • Create opportunities for ākonga to take the lead using their strengths and interests.
  • Help ākonga to develop a strong sense of identity and be knowledgeable about their specific learning needs and abilities.
  • Consistently teach and reinforce classroom and playground rules.
  • Take opportunities to give specific positive feedback about attempted tasks that meet achievement goals.
  • Consider short term contracts to achieve learning goals and task expectations. Negotiate these with the learner.
  • Give choice within set alternatives, starting with one out of two possible choices.
  • Develop cues individually with the learner that will signal such things as when they need to refocus or take a break from a task or situation.
  • Teach organisation skills.
  • Teach coping skills.
  • Teach self-management skills, including alternative ways to achieve goals, managing anger, problem-solving, asking for help, and finding a safe place or person.

Anticipating difficult times

Anticipating difficult times

Encourage "on task" behaviour through clear routines and systems:
  • Recognise, remove, or minimise things that can cause distress.
  • Give clear and consistent instructions and approaches to work.
  • Give reminders about self-management strategies, such as taking a break.
  • Reduce negative behaviour by distracting ākonga or re-engaging them in another activity.
  • Check whether medication may be influencing behaviour (it may, for example, have worn off).
  • Learn to recognise signs that a learner’s behaviour is escalating, use verbal messages or cues to help calm them, and alternative calming activities.
  • Ignore minor examples of poor behaviour, especially if the learner is following instructions.
  • Stand in close proximity to the learner as a way of moderating off-task activities.

Managing difficult times

Managing difficult times

Respond with non-aversive techniques that help learners to manage their actions until they can be more receptive.

1: Make changes around the things that set off such reactions

  • Remove objects that may distract the learner.
  • Change the time, location, or duration of activities if these factors are viewed as influencing difficult behaviour.
  • Redirect the learner to another activity they enjoy.
  • Remove unnecessary demands or requests.
  • Change where the learner sits.
  • If the learner is taking medication, check that it has been given/taken when it is required.

 2: Interrupt the build-up

  • Move closer or move away as appropriate, stand side on rather than face-on.
  • Give instructions that the learner is more likely to follow.
  • Remind them of any self-management strategies they know.
  • Cue them to take a break or to monitor and recognise the beginning of a build-up.
  • Facilitate relaxation.
  • If the learner is taking medication, check (in private) if medication was taken.

Useful resources

Useful resources

Website

De-escalation plan

This is an example of a collaborative plan for managing and reintegrating ākonga back into learning when they have been escalated.

Publisher: The Education Hub

Visit website

Next steps

More suggestions for implementing the strategy “​Support self-regulation and positive behaviour ”:

Return to the guide “ADHD and learning”

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