The Behaviours for Learning programme forms an important layer of student support at Coláiste Bhaile Chláir — taking a proactive, understanding approach to behaviour, focused on each student’s individual needs and strengths.
Across the school community, most students experience school as a positive and manageable place for learning and social connection. However, for some students, aspects of school life can be more challenging at certain times.
School environments involve clear structures, academic demands, social expectations and ongoing change. For some students, these demands can create stress or difficulty, particularly where additional learning needs, wellbeing concerns, personal circumstances or social challenges are present.
At times, stress or difficulty may be communicated through a student’s behaviour. When this occurs, it can affect a student’s engagement, wellbeing and participation in learning. In some situations, these behaviours may also place students at increased risk of formal responses within school systems.
In line with the school’s Code of Behaviour, the Behaviours for Learning programme takes a proactive and supportive approach that works alongside existing expectations and graduated responses. While sanctions remain available where appropriate, the emphasis within BfL is on understanding what behaviour may be communicating about a student’s needs, supporting regulation, and reducing barriers that may impact engagement, wellbeing and participation in school life.
Preventative and early‑intervention approaches identify students who may benefit from support before difficulties escalate — reducing barriers before they affect learning.
Interventions are tailored to the individual — designed to build skills, support regulation, strengthen engagement and promote positive participation so that students experience success and belonging.
The BfL teacher works collaboratively with teaching staff, the Student Support Team, school leadership, parents or guardians and, where appropriate, external agencies — ensuring a coordinated response.
Students who are offered Behaviours for Learning support may present with a range of needs or experiences that can affect their learning and relationships, including:
The Behaviours for Learning teacher works with identified students, either individually or in small groups, to support their social, emotional, wellbeing and learning needs. The role also includes preventative and early‑intervention approaches, collaborative work with teaching and support staff, and ongoing communication with parents or guardians. Where appropriate, the BfL teacher liaises with the Student Support Team, school leadership and external agencies to ensure a coordinated and supportive response.
A whole‑school induction and transition programme delivered to all first‑year students, focusing on belonging, connection and positive engagement with school.
Individual, strengths‑based support plans developed collaboratively with the student, parents or guardians and teachers. Plans focus on agreed targets and are supported by the Student Support Team, relevant Assistant Principals and, where appropriate, external agencies.
Regular check‑ins with students to support organisation, attendance, time‑keeping, regulation and day‑to‑day problem‑solving.
Support students to identify goals, reflect on progress and receive constructive feedback from teachers, promoting positive learning behaviours across the school day.
A targeted reading intervention to support students in improving reading accuracy and comprehension, enabling better access to the curriculum.
A structured literacy intervention designed to support students with significant reading difficulties.
A programme aimed at developing reading engagement and progression, linked with the school’s JCSP library.
An interactive maths programme designed to support skill development and confidence in numeracy.
A social and emotional learning programme that helps students build resilience, motivation and problem‑solving skills by exploring thinking patterns and personal responses to challenge.
An intensive, movement‑based intervention designed to support regulation, focus and readiness to learn, particularly for students who present as restless, inattentive or over‑active.
An organisational skills programme supporting students to develop routines, planning strategies and greater independence in managing school materials and timetables.
A social skills programme supporting the development of self‑awareness, communication skills and positive interaction with peers and adults.
A preventative mental health resource using real‑life stories and discussion to support understanding of wellbeing, coping strategies and help‑seeking.
A programme supporting students to understand emotional responses and develop appropriate coping strategies for managing anger.
A targeted numeracy intervention focusing on foundational maths skills.
Supports vocabulary development and oral language skills to improve communication and access to learning.
Support with exam preparation, study techniques and organisation to promote academic confidence.
A relational approach to addressing conflict, repairing relationships and restoring positive participation when difficulties arise.
