Behaviour support can make an extraordinary difference to a child’s communication, independence and participation, but the ability to change behaviour also brings responsibility. This article explores how we decide which behaviours should change, whose definition of “appropriate” we are working towards, and why good behaviour support should ultimately create more opportunity and meaningful control for the person receiving it.

A new school year can offer children a genuine fresh start, but September does not erase what they have learned from previous experiences. This article explores behaviour history, trust and expectations, and how schools can learn from the past without allowing it to define the child.

When a child struggles to attend school, the attendance percentage only tells part of the story. This article explores anxiety, neurodivergence and school avoidance, and why understanding what is driving absence matters before deciding how best to support a child back into education.