Schools - fostering a positive, inclusive and safe environment: guidance

Section 3: Frameworks supporting whole-school approaches

Developing a school’s approach to consequences

In line with the Scottish Government’s commitment to creating safe and nurturing school environments, the national approach to relationships and behaviour in schools is focused on prevention and de-escalation of concerns.

In framing their behaviour policies, schools should prioritise approaches that address behaviour through understanding positive relationships and intervention. Within this context staff should be supported to develop a clear understanding of their school’s relationships and behaviour policy, and the arrangements for responding to different types of behaviour including de-escalation and the support that can be provided to them where situations do escalate.

A school’s approach to consequences should therefore sit within the context of its relationship and behaviour policy, and broader efforts to support young people’s engagement in their learning, including an inclusive curriculum that supports high quality teaching and learning.

Adopting a policy-based approach increases the predictability and consistency of responses, which is important for all members of the school community, including staff, children and young people and parents. Responding to unmet expectations is more equitable when the approach taken is predictable and consistent for all children and young people.

All schools should have a relationships and behaviour policy,^[6] in line with their local authority policy, that includes:

• a collaborative development process, involving children and young people, staff, parents, and the wider school community, in creating, revising and updating the policy as required (this should reflect the school’s individual context, and have the support of the school community)
• a clear articulation and communication of behaviour expectations, ensuring a shared understanding among the school community
• a structured approach to responding when expectations are not met, outlining supportive interventions and appropriate responses, and processes for escalation
• clear expectations around prejudice-based behaviour, including how the school will respond to incidents, report and record them, and identify and monitor patterns, in line with relevant policy guidance
• regular review and updates, ensuring the policy remains relevant, effective and reflective of the school’s evolving needs, led by professional judgement, collegiate dialogue, youth voice and data analysis
• genuine accessibility for all, with the policy readily available, through various channels, to ensure transparency and ease of reference, including families facing barriers such as digital, socio-economic or disability related barriers, for example

The school’s policy should be supported by operational guidance which should provide staff with information on how to apply interventions, planned approaches, agreed classroom/learning space strategies and staged responses to escalating behaviour.

Education Scotland have resources available on their website to support schools to develop a local relationships and behaviour policy, including an exemplar policy and operational guidance.

Role of local authorities

Local authorities have a responsibility to uphold the rights of children young people while ensuring staff can work in a safe and supportive environment. This includes offering guidance and support to school staff.

Local authorities should develop an authority-wide policy and response to relationships and behaviour in schools. This includes:

• developing authority-wide relationships and behaviour policies, and exclusion policies, that should inform school-based approaches
• establishing procedures for the consistent reporting, recording and monitoring of incidents
• ensuring robust risk assessment protocols are in place for managing violence, aggression, and harmful behaviour in schools, and that these are regularly reviewed
• monitoring data on reported incidents and using this to tailor their support and training offers to schools
• supporting schools to implement appropriate risk mitigation strategies tailored to individual circumstances, and
• providing training and resources that enable staff to respond confidently and appropriately

There may be a variety of other support that local authorities can offer schools, including:

• networks, regular meetings and consultations to promote the sharing of good practice (monthly meetings with headteachers; termly school cluster meetings; consultations with teachers and parents; behaviour working groups)
• developing, updating and disseminating guidance and policies through curriculum networks, working groups
• providing training, specific support and engagement for individuals or a whole school in response to school’s specific needs
• building staff capacity and confidence
• signposting to support; advice on debriefing after incidents; provision of confidential support lines for staff, counselling etc
• staged models of interventions
• provision of alternative learning support, enhanced support provision – specialist and targeted intervention
• risk assessments, health and safety assessments, environmental audits

Local authorities should seek to engage with their schools to understand how they could support them. Schools can also contact local authorities for advice regarding appropriate responses (see processes for escalation).

Parental engagement

Working in partnership with parents is essential to promoting positive relationships and behaviour. When schools and families collaborate, children benefit from consistent messages, shared understanding, and joined-up support. Parents play a vital role in reinforcing expectations, modelling behaviour, and supporting their child. Schools should be clear that there is an expectation for parents to support the school’s approach to promoting positive behaviour and upholding agreed consequences.

Positive engagement with parents should be proactive, respectful, and inclusive. This includes:

• working collaboratively with parents to develop the school’s values, expectations and relationships and behaviour policy
• sharing clear and accessible information about school expectations and what happens when expectations are not met, and when they are met or exceeded
• involving parents early when concerns about a child or young person’s needs or behaviour arise
• recognising and valuing the insight parents have into their child’s needs and circumstances, including relevant triggers and effective strategies
• ensuring communication is culturally appropriate

While schools play a central role, parents also have a responsibility to promote positive relationships and behaviour in support of the school’s approach. Expectations of a child or young person’s behaviour at school may differ from those at home. Schools are highly structured environments, with specific routines that are designed to support the learning and wellbeing of all children and young people. While a behaviour might be acceptable at home, it may not be appropriate in a learning setting. Explaining these differences clearly – and why they matter – helps parents understand the rationale behind the approach. It is the responsibility of both school staff and parents to help children navigate these differences.

This shared responsibility is most effective when underpinned by mutual trust, transparency, and commitment to the child or young person’s best interests. Schools must also be mindful that there may sometimes be barriers to constructive parental engagement in response to the school’s approach to relationships and behaviour. This may relate to the parent’s own experiences of education, differing perceptions of the behaviour, or challenges at home. Where there is resistance, it is important to take an empathetic approach, maintaining open and respectful dialogue. Listening to concerns and involving parents in the approach can help build trust and encourage shared responsibility.

In cases where consequences are applied, engaging parents in restorative conversations or follow-up discussions ensures they understand the reasons for the response and how it links to their child’s support. A strong school–home relationship is key to effective behaviour support and long-term positive outcomes.