At Boughton Heath we have adopted the Conscious Discipline (CD) approach to behaviour management. This approach is embedded across school and alongside our effective learner characteristics, underpin our school ethos and culture. It is a trauma informed approach which helps nurture and care for our children, whilst also teaching them kind and respectful behaviour. Together these key principals support staff and children in managing & supporting behaviour, emotions and actions. Our main aim is that we teach children the skills and langauge they need to respond to conflict and emotions rather than react. A range of strategies support pupils in feeling a part of our school family and making good behaviour choices for the benefit of all.
Click below to see our parent leaflet with further information or click on the image to the right to find out more on the Conscious Discipline website.
Four Components of Conscious Discipline
Conscious Discipline is an evidence-based, trauma-informed approach. It is recognized by the Substance Abuse and Mental Health Administration’s (SAMHSA’s) National Registry of Evidence-based Programs and Practices (NREPP), and received high ratings in 8 of 10 categories in a Harvard analysis of the nation’s top 25 social-emotional learning programs. The Harvard study’s authors say, “Conscious Discipline provides an array of behaviour management strategies and classroom structures that teachers can use to turn everyday situations into learning opportunities.”
Conscious Discipline encompasses these four components, which are scientifically and practically designed for success:
Safe Spaces at Boughton Heath
Safe spaces form part of our focus on wellbeing and give the children the opportunity to sit in the safe space when something is worrying or upsetting them. It gives them the opportunity to practice self regulation and calm down techniques as well as providing a chance for teachers to discuss what is troubling them in order to support them to feel better. See images at the bottom of this page.