Behaviour support - Information for kura | schools
Sometimes ākonga | students need additional support with social and emotional learning to naturally thrive. Our Learning Support team can assist kura | schools and whānau | families.
| Level of compliance | Main audience | Other |
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We know that better outcomes for all is more likely to be achieved when whānau, ākonga, school | kura, the Ministry and community work together.
Learning support practitioners can work with you to support your ākonga, school and community to create learning environments that promote the wellbeing of all ākonga.
How to access this support
Behaviours that interrupt relationships and learning are an indication that ākonga are struggling. When more intensive supports are needed during early years' Early Intervention supports learners and their whānau, once at school, a child will receive support through the behaviour service.
Contact your local learning support office to make a referral.
We encourage parents to discuss their concerns with the teacher or principal if they believe their child is experiencing significant challenges with relationships and social and emotional learning.
You might have someone on the staff whose role it is to work with the parents, such as a Resource Teacher Learning and Behaviour (RTLB) or Special Education Needs Coordinator (SENCO).
About the support
Learning support kaimahi are working in collaborative ways that embed more proactive supports into day-to-day teaching and learning. Responding to challenging behaviour in isolation rarely results in sustainable change. Our practice framework, He Pikorua, provides clear principles and processes for joint decision making.
Support available through the service
The Ministry learning support service focuses on the strengths and needs of entire schools, recognising that learning, behaviour, and wellbeing are inseparable. This includes ensuring that strong general support systems are in place for all learners, and then integrating more targeted supports, when needed.
Universal Supports (Te Matua)
By nesting learning supports within strong foundations, we can improve the learning experiences for everyone facilitating self-reliant ākonga, supportive whānau, and safe communities. The Ministry offers a range of funded services, tools, resources, and websites to understand and support ākonga who are neurodiverse.
Guides – Inclusive Education(external link)
This website includes guidance for teachers to design supports across the curriculum including Universal Design for Learning, Inclusive design modules, a range of learning modules. For example, Ata and Oho can assist teachers in nurturing social and emotional competences within the daily curriculum as preventative measures.
Universal Design for Learning – Inclusive Education(external link)
Inclusive design modules – Inclusive Education(external link)
Ata and Oho – Tāhūrangi(external link)
Huakina Mai – PB4L(external link)
Behaviour and learning guide – Inclusive Education(external link)
These and other comprehensive resource packages provide the basic tools at school and community level. Learning support staff can support schools to implement these resources in a way that supports their needs in their environments. When implemented well, these tools create and sustain healthy systems that enhance ākonga, whānau and community resilience, rather than merely focusing on individuals who have been overcome by social risks.
Professional learning and development can also be provided to support school and kura or early learning service.
Targeted supports (Te Kāhui)
For specific needs identified within educational contexts, targeted supports aim to enhance participation, learning, and wellbeing. This includes designing environments to meet ākonga needs and group initiatives.
Tailored supports (Te Arotahi)
For unique needs, specialists (eg, learning support advisors, psychologists, speech therapists) work with whānau and educators to foster a sense of belonging in the learning community. Joint planning outlines goals and resources, with the whole team responsible for tracking progress and outcomes. These efforts are part of strengthening inclusive, responsive educational environments that value diversity and foster positive school culture.
A practitioner will work with school staff, ākonga, whānau, and specialists such as resource teachers learning and behaviour (RTLB), psychologists, speech language therapists and kaitakawaenga to develop a shared understanding and co-design tailored support together. The practitioner will support the process and facilitate the engagement and collaboration of all significantly involved.
A kaitakawaenga might also help your school to work in culturally appropriate and responsive ways if your student identifies as Māori.
Other support
| Support | Description |
|---|---|
| Resource Teachers: Learning and Behaviour (RTLB) | Your school might be able to access Resource Teachers: Learning and Behaviour (RTLB) who work in a similar way to learning support behaviour staff. RTLB can provide teacher guidance and support for whole-class or individual behaviour and learning issues. |
| Special Education Grant | Your school also receives a Special Education Grant, which can be used to help students with learning support needs. Your school can spend this in a variety of ways – on resources, teacher training and teacher’s aide time and for individual students or groups of students. |
| Ongoing Resourcing Scheme (ORS) | If your student is being supported by the Ongoing Resourcing Scheme and has severe behaviour issues, then these will be addressed as part of their ORS service. |
| Other agencies | Depending on the situation, other agencies such as child mental health and/or social service agencies might be a more appropriate option. If this is the case, Learning Support staff will discuss referring your student to these agencies. |
Help for students who need more intensive support
Some students in the behaviour service may need more support.
| Support | Description |
| Te Kahu Tōī, Intensive Wraparound Service (IWS) |
A small number of children have such highly complex and challenging behaviour, social or education needs that they need extra help and support through the Ministry’s Te Kahu Tōī, Intensive Wraparound Service (IWS). This intensive support is provided through a student’s local school and community and may include a period of support from a residential special school where needed. Children and young people can be referred to the IWS by Learning Support staff, or a Resource Teacher: Learning and Behaviour following discussion with the child’s school and parents or caregivers. |
Additional help with behaviour issues in your school
| Support | Description |
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| Incredible Years(external link) |
Incredible Years is a series of programmes that help reduce challenging behaviours in children and increase their social and self-control skills. If you have children with challenging behaviour in your classroom the teacher programme will:
Incredible Years also has programmes for parents. |
| School-Wide(external link) | The School-Wide approach is an ongoing framework that supports schools to create a culture where positive behaviour and learning thrive.
The School-Wide framework is consistently applied across both classroom and non-classroom settings (such as the playground, corridors, buses and toilets). Expectations of each other within the school are clearly defined and taught. The focus is on:
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Every year, there are opportunities to participate in the Incredible Years programme and in School-Wide. Contact your local Learning Support office.
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