This article discusses the first cycle of a whole-school behaviour initiative at a girls’ secondary school in Malta. The aim of the project was to develop, implement and evaluate a whole-school plan of action which promoted good behaviour and effectively responded to challenging behaviour. A three-day in-service programme at the school led to the development of a plan reached by consensus amongst the whole staff. Once it was negotiated with the students, it was put into practice, with regular and continuous monitoring by the staff and students. An evaluation half-way through the scholastic year, showed a decline in the number of exclusions from school and an overall improvement in students’ behaviour. Feedback from staff, senior management and students suggested that there was more positive behaviour at the school following the introduction of the behaviour project. The article examines both the process and the outcome of the first phase of the project and concludes with at attempt to delineate the key processes which made this initiative work. Copyright © 2013 Taylor & Francis.
|Journal||International Journal of Inclusive Education|
|Early online date||Aug 2012|
|Publication status||Published - Jul 2013|
CitationCefai, C., Cooper, P., & Vella, R. (2013). A whole-school approach to positive behaviour in a girls’ secondary school. International Journal of Inclusive Education, 17(7), 700-713.
- Positive behaviour
- Whole-school approach
- Behaviour policy
- Emotional and behavioural difficulties
- Secondary school