4. Universal Approaches (for all pupils)

4b. Developing your behaviour (relationship) policy

Your behaviour (relationship) policy should act as the foundation for a consistent, whole-school approach. An effective policy sets out the expectations the school has for all members of the school community and it explains clearly how those expectations are taught, modelled and maintained.

‘Creating a culture that promotes excellent behaviour requires a clear vision of what good behaviour looks like. The behaviour (relationship) policy is the starting point for laying out this vision and is one of the important ways the school culture is communicated to pupils, staff, and parents and carers²⁵.'

The importance of a strong, inclusive and consistently implemented behaviour (relationship) policy cannot be overstated. It sends a clear message that behaviour is everyone’s responsibility and that there is a shared language and approach across the school.

Taking a relational approach strengthens this further, by recognising that behaviour is shaped by the quality of relationships across the school community. Relational behaviour policies place connection at the centre. They emphasise co-regulation and shared responsibility, shifting the focus away from compliance alone. This helps staff to view behaviour as communication of an underlying need and creates opportunities for pupils to learn and practise the skills needed to manage feelings and relationships more effectively.

To be effective, a behaviour (relationship) policy must be developed with input from a range of stakeholders including pupils, families, school staff and governors. Pupil voice is especially important here; when children and young people are involved in shaping expectations and contributing to solutions, they are more likely to feel a sense of ownership and belonging in the school community. This collaborative process also helps schools identify where adjustments may be needed, particularly for pupils with additional needs, and ensures that the policy is not just understood but actively supported across the community.

The Department for Education’s Behaviour in schools’ publication provides non-statutory advice to support leaders in developing effective policies²³. This guidance is not a complete statement of the law, but it offers practical recommendations that schools can adapt for their context. In line with this guidance, a strong behaviour (relationship) policy should:

• define what good behaviour looks like in your context, linking expectations to the school’s values and culture.
• set out clearly how behaviour will be taught and reinforced e.g. through routines, modelling, curriculum and adult-pupil interactions.
• describe the system of recognition and reinforcement for positive behaviour.
• outline fair and proportionate responses to misbehaviour, making the distinction between one-off incidents and repeated patterns.
• include guidance for supporting pupils who may need additional help, including those with Special Educational Needs and Disabilities (SEND), mental health difficulties or wider social and emotional needs.
• explain induction and re-induction for pupils into rules, routines and behaviour systems
• set out measures to prevent and respond to child-on-child abuse, linking clearly to safeguarding policies
• include the school’s approach to mobile phones and a list of banned items.

A relational policy also takes a preventative stance, treating behaviour as something to be taught and practised rather than managed only when difficulties arise. This means supporting children and young people to build the skills they need for self-regulation, social interaction and conflict resolution, alongside academic learning.

It is vital that staff feel confident using the policy. This means regular training, opportunities for professional development and ongoing leadership support. Staff should understand how to apply the policy in a calm and consistent way, and how to use their professional judgement, particularly in situations where behaviour may be linked to a pupil’s wider needs. This is especially important when working with pupils whose behaviour may fluctuate due to anxiety, trauma, attachment difficulties or other mental health or developmental needs.

The behaviour (relationship) policy should not stand alone but should be closely aligned with other whole-school frameworks such as safeguarding, inclusion and mental health policies. This coherence ensures that all aspects of school life reinforce the same principles of safety, respect and support.

To remain effective, the behaviour policy should be regularly reviewed and evaluated, drawing on evidence from practice and feedback from the whole school community.

Useful links:

• Department for Education: Behaviour in schools Non-statutory guidance to help school staff develop and implement effective behaviour policies.
• Department for Education: Mental health and behaviour in schools Non-statutory guidance on whole-school approaches to promoting mental health and creating supportive environments for behaviour.
• The Key Guidance, templates and resources to support school and trust leadership, management and CPD (requires subscription).
• The Key: Behaviour policy templates and examples Guidance and model policies to support schools in developing and reviewing behaviour policies (requires subscription).
• EEF: Implementation guidance report Guidance for school leaders and staff on managing change effectively, based on the latest evidence on implementation.
• Department for Education: Improving behaviour in schools Resources to support schools and trusts in developing, implementing and maintaining a whole-school behaviour culture.
• Guidance for developing relational support plans Practical guidance to help schools and colleges create tailored relational support plans that strengthen relationships and promote student wellbeing.
• Anna Freud: Developing a mental health and wellbeing policy Information and tools to help schools and colleges develop a policy for mental health and wellbeing.
• ACAMH: Autism spectrum disorder
  Online guide with information, research and multimedia resources on autism, including blogs, journal articles, videos and podcasts. 
• Ambitious about Autism: Autistic and OK Wellbeing toolkit co-produced with autistic young people, offering resources to support mental health and self-care.
• Autism Education Trust Organisation that provides training for professionals to develop good autism practice. 

 _{^{25. Department for Education (2024). Behaviour in schools: Advice for headteachers and school staff. Non-statutory guidance. Available at: https://www.gov.uk/government/publications/behaviour-in-schools--2}}