Behaviour Support in Schools: What NDIS Participants Should Know
ndis behaviour support
PHomecare
Understanding how behaviour support works in school settings is essential for NDIS participants and their families. Schools play a vital role in the day-to-day experiences of children and young people, and for those with a disability, additional support is often necessary to ensure they can fully participate in education. For NDIS participants, access to NDIS behaviour support can be a crucial factor in promoting positive experiences at school and improving educational outcomes.
What is Behaviour Support?
Behaviour support refers to strategies and interventions designed to improve behaviour in ways that are respectful, safe, and supportive of the individual’s development. For students with a disability, challenging behaviours may sometimes arise due to difficulties in communication, sensory processing, anxiety, or other underlying issues. NDIS behaviour support is tailored to address these challenges by identifying triggers, teaching alternative skills, and adjusting environments to better support the student.
The Role of the NDIS in Behaviour Support
The National Disability Insurance Scheme (NDIS) provides funding for participants with disability-related needs. One area of support available through the NDIS is NDIS behaviour support, which includes the development of a Behaviour Support Plan (BSP) by a qualified practitioner. These plans focus on reducing behaviours of concern and promoting positive behaviours, often through proactive, person-centred strategies.
Under the NDIS, behaviour support is part of the "Improved Relationships" support category. This funding allows access to specialised behaviour practitioners who assess the student’s needs, consult with schools and families, and design tailored strategies. It's important to note that NDIS behaviour support is not a one-size-fits-all approach—it is based on a detailed understanding of the participant’s unique strengths, challenges, and goals.
Behaviour Support in School Environments
Implementing NDIS behaviour support in schools requires close collaboration between the NDIS participant’s family, school staff, and behaviour support practitioner. Schools are responsible for providing reasonable adjustments under the Disability Standards for Education, and when partnered with NDIS-funded behaviour support, these adjustments can be much more effective.
A key aspect of successful behaviour support in schools is communication. Everyone involved in the student’s care must be informed of the strategies in the Behaviour Support Plan. Teachers, aides, and school counsellors need clear guidance on how to respond to behaviours of concern and how to reinforce positive behaviour. The NDIS behaviour support plan should be practical, achievable in the classroom setting, and reviewed regularly based on outcomes and feedback.
The Importance of Consistency and Positive Practices
One of the main goals of NDIS behaviour support is to provide consistency across home, school, and community settings. This unified approach helps reduce confusion and provides the participant with a predictable, supportive environment. Positive Behaviour Support (PBS), the framework often used by NDIS practitioners, focuses on building the individual’s capacity, rather than simply managing behaviour.
This positive, person-centred method fosters skill development, such as communication, social interaction, and self-regulation, all of which are critical for learning and participation. For school-aged children, consistency in these supports can significantly reduce incidents of behaviour that may interfere with education and help them build more positive relationships with peers and educators.
What NDIS Participants Should Know
NDIS participants and their families should understand their rights and responsibilities regarding behaviour support in schools. Firstly, they have the right to request NDIS behaviour support through their plan if behaviour is a barrier to learning and participation. Families should also advocate for collaboration between their chosen behaviour support practitioner and the school.
It’s also essential to ensure that any restrictive practices (such as seclusion or physical restraint) are only used when absolutely necessary and in line with the participant’s behaviour support plan, which must be authorised and monitored according to NDIS quality and safeguards requirements.
Finally, families should maintain regular communication with both the school and the behaviour practitioner to monitor progress and adapt strategies as the student grows and their needs change.
Conclusion
NDIS behaviour support is a vital resource that can significantly enhance a student’s ability to thrive in a school environment. By focusing on proactive, evidence-based strategies and working closely with schools, families can ensure their child receives the support they need to learn, grow, and succeed. Understanding the system, advocating for the right supports, and maintaining open communication are key steps toward achieving positive outcomes
