As schools work to get back into their routines, a lot still remains unknown. We don’t know what the impact of this pandemic will truly be and we may not know this for some time.

But once the “old normal” expectations are set, and students settle back in to their daily school lives, issues may bubble to the surface through behaviour.

This could take the form of disruption, but it may just be changes. A confident student might become withdrawn. A quiet student might begin to act out. Friendship issues may crop up in groups that have never argued before. 

Don’t miss the detail

I don’t believe that all behaviour is communication, but I do believe students can communicate, consciously or not, through their behaviour.

The word “behaviour” in this case does not just apply to what is happening during learning time, or in the corridors. It’s a more nuanced view of a student’s actions: all of those little things about students we know, because we get to know them so well.

The question schools will need to consider is how they use this information. This is where a data-based approach can really help.

I know the dreaded D-word brings out the worst in all of us; the last thing any of us need right now are more spreadsheets. But if data can be captured in a way that won’t add to workload, it can provide accurate, useful information on patterns that may be occurring - and this is precisely the information that we need as pastoral leaders.

3 way to get the most from behaviour data software

Using simple and intuitive software can be a game-changer when it comes to student behaviour, with a data-informed approach allowing us to make the right decisions about what our students need. Here’s how:

1. Get the right tools for your needs

Some schools may need a simple way of recording reward and behaviour points, while others may need a system that can communicate with home in one click.

Others may need something internal, that all staff can use, to record any emerging behaviour issues.

There are different data software programmes out there, so shop around for the one that will best fit your needs.

2. Check workload demands

You need the cooperation of staff to ensure you have meaningful data, so you need to ensure that any software is not going to cause workload issues for them.

Once you get to grips with how these programmes work, you can often make them do whatever you need in one click. In the past, for example, we’ve created a simple way for staff to indicate whether a child has settled into the academic year or not.

3. Supplement them with extras

This kind of software works really well for recording behaviour in lessons, social time and corridors. But it can be especially powerful when combined with more “soft” data - something not being quite right with a child, for example.

This is where safeguarding and wellbeing programmes can come in. 

Joining these tools together can ensure that you have a view of the whole student, from their behaviour and punctuality through to their emotional issues that staff can record their concerns about and ensure they are offered the support they need. 

Amy Forrester is an English teacher and director of pastoral care (key stage 4) at Cockermouth School in Cumbria. Views expressed are her own, and not necessarily that of her employer.