Promoting the conditions for positive behaviour, to help every child succeed

This study provides a series of commentaries on existing research literature, guidance documents and practitioner-based knowledge regarding pupil behaviour, with a particular emphasis on the role of leaders in the promotion of positive behaviour in schools and similar settings. Four leadership-related issues are explored: 1. school cultures, relationships and behaviour 2. partnerships and communities 3. professional characteristics and behaviour 4. promoting inclusion and limiting exclusion The material surveyed confirms much of what existing resources signal as important regarding effective leadership practice in promoting positive behaviour. The following dimensions are evident: Four individual professional characteristics appear to be significantly present: * Motivation: these leaders encourage, trust and value colleagues to do well. * Use of positive affirmations: these leaders are overt and directed in their use of praise and encouragement. * Modelling positive behaviour: these leaders lead by example, especially in teaching and learning. * Recognition of personal strengths and capabilities: these leaders are secure in selfknowledge (including recognising areas for development). Four institutional leadership characteristics appear to be significantly present: * Distribution of leadership: the leaders offer regular opportunities for all colleagues to undertake greater responsibility and to help build leadership teams. * Promotion of professional learning: the leaders encourage all colleagues to engage in professionally focused learning, from the point at which they join the school. * Encouraging calculated risk-taking: these leaders allow members of the school community at large to use their initiative in the context of institutional support. * Redefining pupil behaviour: these leaders encourage approaches that connect behaviour and learning. Each of these characteristics is relevant to leaders across Key Stage 1 (KS) to KS4 settings, and contribute to the task of enabling schools and other settings to meet the needs of diverse populations of learners, including pupils who present considerable behavioural challenges. Moreover, these leadership characteristics can be associated with all members of the school community irrespective of their level of institutional responsibility for pupil behaviour