BEHAVIOUR AND RELATIONAL POLICY

At The Dear Academy, we understand behaviour as communication and believe in a relationship-led, developmentally-informed approach. Our aim is to foster a culture of respect, compassion, and mutual understanding. This policy outlines our ethos and the practices we use to support emotional regulation, responsibility, and personal growth.

Core Principles

Our behaviour policy is built on the following principles:

All behaviour is a form of communication.
Children thrive in safe, predictable, nurturing environments.
Emotional regulation is learned through co-regulation and attuned relationships.
Every child has a unique story and developmental path.

Relational Approach

We do not use punishment or reward charts as behaviour modification tools. Instead, we:

Establish clear, consistent boundaries through co-created agreements.
Offer reflective conversations after incidents to promote insight and repair.
Use restorative approaches where harm has occurred.
Support emotional literacy by naming and validating feelings.

Role of Adults

Adults are responsible for:

Modelling calm, respectful interactions.
Intervening early with empathy when dysregulation is observed.
Offering clear choices and natural consequences.
Holding compassionate authority without shaming or blaming.

Responses to Behaviour

When a child is dysregulated, our response is to:

Ensure physical and emotional safety.
Offer presence and support without escalating.
Reconnect through relational repair, not retribution.
Engage in a reflective conversation (when the child is ready) to understand the need behind the behaviour.

Individual Support Plans

Some children may need personalised behaviour support plans. These are created in collaboration with families and focus on strengths, triggers, and regulatory strategies.

Working with Parents

We value open communication with parents and carers. Families are informed about our approach and invited to share insights into their child’s needs and history. Where there are ongoing difficulties, we work together to find respectful, relationship-based solutions.

What We Do Not Do

We do not use time-outs, public shaming, or punitive systems.
We do not isolate or humiliate children.
We do not ignore emotional distress.

Policy Review

This policy will be reviewed annually or as needed to remain aligned with best practice in child development, neuroscience, and trauma-informed education.

May 2025