Consequences subgroup minutes: April 2025

Attendees and apologies

• Health and Wellbeing Unit, Scottish Government (Chair)
• Association of Directors of Education Scotland (ADES)
• Association of Scottish Principal Educational Psychologists (ASPEP)
• COSLA
• Deputy Head, Stirling High School (Stirling)
• Drummond Community High School
• Education Institute for Scotland (EIS)
• Education Scotland
• Head Teacher Saracen Primary School (Glasgow)
• Head Teacher, Douglas Academy (East Dunbartonshire)
• Head Teacher, Hazelwood ASL School (Glasgow)
• Head Teacher, Oban High School (Argyll and Bute)
• NASUWT
• Head Teacher, Brechin High School (Angus)
• Head Teacher, Stonelaw High School (South Lanarkshire)
• Head Teacher, Mearns Castle High School (East Renfrewshire)
• Head Teacher, Royal High School (Edinburgh)
• Health and Wellbeing Unit, Scottish Government (secretariat)

Apologies

• respectme
• Head Teacher, Heathfield Primary School (South Ayrshire)

Items and actions

Welcome and introductions

The chair welcomed members and noted apologies.

Minutes of the last meeting

Members agreed they were content with the minutes of the last meeting.

Action: SG to publish minutes on SG website.

Draft Guidance

A draft copy of updated guidance was circulated in advance of the meeting.

The chair highlighted updates that had been made to the draft since the last meeting which included:

• The addition of an executive summary to summarise key messages.
• Stronger emphasis on positive relationships and behaviour, with consequences framed clearly within that context.
• A new section on frameworks supporting whole-school approaches, including policy, local authority support, and engagement with parents and carers.
• A restructured section 5 in supporting longer term change.
• The addition of an illustrative examples section, including a table showing a range of behaviours, underlying needs or motivations, and possible responses.
• A new section on monitoring and reviewing impact.

Members feedback included:

• Members felt the guidance was fit for purpose and clear on relating to broader culture and ethos of relationships, early intervention and prevention.
• It was agreed that the guidance provides confidence and clarity around responses to behaviour across all levels which will inform individual school policies.
• Some small changes to language were suggested to ensure cohesion across policy and consistency of messaging. It was suggested that reference to expectations being applied consistently was important to retain in the guidance.
• It was suggested that the executive summary was a helpful addition.
• The length of the guidance document was discussed with some concern raised that it was too lengthy. However several members agreed that all information included was helpful and necessary. It was agreed by members that all reflective questions and the table could be included as an appendix to make the guidance more user friendly.
• It was suggested that the self-reflection questions have some commonality with other areas of guidance (e.g. improving attendance) so including as an appendix would allow for cross referencing.
• A suggestion was made that some clarity around appropriate responses in the moment, where the reasons behind behaviour is not clear, would be helpful alongside a reference to relevant professional learning.  
• A suggestion was made that the follow up restorative conversation which happens after an incident needs highlighted more strongly in the guidance.

• On in school truancy, it was suggested that an analysis of this behaviour should be included to identify underlying reasons. Some suggested responses included parental/carer engagement, pastoral support and meetings with pupils to explore support which could be implemented
• It was suggested that consideration of contextual factors contributing to disruptive behaviour could be included within the reflective questions.
• It was suggested that current wording of the staff team, rather than reference to particular roles, was helpful in highlighting the responsibility of all in responding to behaviour.

Action: SG to revise guidance in response to feedback from members, including moving reflective questions and table to an appendix.

Exemplification

Feedback was requested on the use of exemplification within the draft guidance. Members feedback included:

• It was agreed that the table of illustrative examples was helpful.
• It was suggested that including reference to stalking or negative obsession may be helpful.
• Some concern was raised that specific case studies or exemplification may not be helpful as they are very specific to individual contexts and responses cannot be applied universally.
• It was suggested that highlighting considerations relating to ASN needs in the table should be considered.
• It was suggested that a needs assessment is key and appropriate for all examples.

The chair asked for any final comments or feedback to be submitted via email.

The chair clarified that subject to these revisions being considered, the sub-group was content with the guidance and for it to proceed to SAGRABIS for approval. The sub-group confirmed this course of action.

Action: SG to consider revisions to the guidance in response to feedback on exemplification and present to SAGRABIS for approval in May.

Any other business

No other business was raised.

The chair thanked members for their contributions to the development of the guidance, and confirmed the group would be kept updated on progress and publication of the guidance.