Consequences subgroup: terms of reference

The consequences subgroup is established, as part of the Scottish Advisory Group on Relationships and Behaviour in Schools (SAGRABIS), to consider the response to the findings of the Behaviour in Scottish Schools Research (BISSR) and the relationships and behaviour summits, relating to school staff reporting that there is insufficient clarity on appropriate consequences. This work is also nested in the policy context for SAGRABIS, however will respond to the specific evidence in relation to the impact of COVID-19 and cost of living crisis on children and young people. 

The joint action plan sets out the following information on this action:

“Action 2: Identify good practice in evidence-based relationships and behaviour approaches, including consequences”

The action plan further describes the way in which it is intended to consider this priority action.  

“To build a collective understanding of how we create situations in which children are most likely to learn to behave well; how we intervene effectively when they do not; the purpose of consequences; how consequences can be used to support the promotion of positive relationships and behaviour; and how consequences and effective interventions lead to change.

To provide clarity on the range of approaches and consequences that are available, including exclusion where there is no appropriate alternative, to empower staff to promote positive relationships and behaviour and respond to behaviour that impacts on learning and teaching or the health and safety of others.”

Remit and aims

The remit of the subgroup, which covers all staff (teaching, support staff and those from partner organisations) and all children and young people in Scottish schools, is to provide advice, reflecting the role of SAGRABIS and in the context of relationships and behaviour to national and local government and other relevant stakeholders relating to:

• supporting collective understanding of how to create situations in which children and young people are most likely to learn to behave well, how to intervene effectively when they do not, through the provision of support and challenge to achieve expected relationships and behaviour
• confirm the pre-requisites which create the conditions for effective interventions, including consideration of ethos, culture, values, communication, clarity of, and shared understanding of expectations
• identify good practice in evidence-based relationships and behaviour approaches, on consequences, the purpose of consequences; how consequences can be used to support the promotion of positive relationships and behaviour; and how consequences and effective interventions lead to change
• to provide clarity, through guidance, on the range of supportive approaches and consequences that are available, including exclusion where there is no appropriate alternative, recognising the different needs across early learning and childcare, primary, secondary and special school settings
• the policy approach should be set within appropriate policy frameworks including getting it right for every child and staged intervention, and provide clarity on the relevant legislative frameworks, including the Equality Act, UNCRC, health and safety at work legislation
• to empower staff to promote positive relationships and behaviour and respond to behaviour that impacts on learning and teaching or the health and safety of others

The aim of the subgroup is to:

• contribute to and provide advice on the range of supportive approaches and consequences that are available within the context of positive relationships and behaviour in Scottish schools against a background of a positive ethos and culture of mutual respect and trust based upon shared values across whole school communities where everyone can learn and work in a peaceful and safe environment
• provide leadership and consensus on effective approaches and consequences to promote positive relationships, recognising rights of staff and the need for support to manage more challenging behaviour in schools and establishments
• provide advice and support for local authorities and schools on how to develop and implement those approaches

Meetings and chair

The subgroup will meet approximately four times between December and March 2025. The team leader of the Health and Wellbeing Team of the Health and Wellbeing Unit, Scottish Government will chair the subgroup.  

Members of the Headteachers Taskforce will be part of the subgroup to reflect the need to align strategic policy perspectives with evidence based practice.

Approach

The subgroup will focus on this particular task. It will be informed by the work of SAGRABIS more broadly and the work ongoing as part of the action plan including to create a clear and consistent definition and understanding of relationships and behaviour, including violence and aggression.   

The work of this group will also inform the review of Included Engaged and Involved part 2 in the second phase of implementation of the action plan.

See the membership.

Secretariat will be provided by Scottish Government officials from the Learning Directorate.

The subgroup will be able to draw on expertise from other appropriate individuals and organisations to support their work as appropriate, without those individuals or organisations being required to be part of the subgroup.