This approach begins with the school ensuring that universal supports (sometimes called primary prevention or Tier 1) are in place to enhance the social and academic success of all students. Typical universal supports are school-wide and focus on:
Research shows that 80 to 85 per cent of students demonstrate positive behaviour when universal supports are in place.
The school also develops targeted supports (sometimes called secondary prevention or Tier 2 interventions) for students who may have difficulty meeting basic behaviour expectations or are at-risk of developing serious behaviour issues in the future. Examples of these types of supports include:
Targeted supports can be offered in small groups and for a finite period of time. The support strategy should look at the root causes of a students’ problem behaviour. Targeted supports need to be provided with universal strategies that are in place for all students.
Even with universal and targeted supports in place, there may still be a small group of students with behaviour difficulties that interfere with their learning and relationships. Many of these students have also experienced trauma and/or have medical conditions/disabilities or mental health concerns.
These students require intensive and individualized supports (sometimes referred to as tertiary prevention or Tier 3 interventions or supports), which may include an individual behaviour support plan. Students will likely require these supports for the long-term. When the right supports are provided consistently and over time, the frequency and intensity of problem behaviours can significantly decrease.