Supporting Children With Behaviours of Concern: Expert Tips

Key Highlights

• Behaviours of concern are often a form of communication, not simply “bad” behaviour.
• Positive behaviour support focuses on teaching new skills instead of relying on punishment.
• Early intervention can help reduce challenging behaviours and improve daily participation.
• A behaviour support plan works best when families, educators, and carers use the same support strategies.
• Children often make better progress when adults understand triggers and teach replacement behaviour.
• Safe, respectful support should always come before restrictive responses.

Introduction

When children show behaviours of concern, it can affect learning, relationships, and daily routines at home or school. Still, many challenging behaviours are a child’s way of communicating a need, feeling, or frustration. That is why support should look beyond the behaviour itself. Positive behaviour support helps adults understand what is driving the child’s behaviour and teaches better ways to communicate, cope, and participate. With the right approach, children can build safer and more positive behaviour over time.

Collaborating with Families, Educators, and Carers

Children do best when the adults around them act as one support team. Families, educators, carers, and a behaviour support practitioner each see different parts of the child’s day, so shared information matters. These collaborative partnerships help everyone understand patterns, triggers, and helpful responses.

Just as important, a strong relationship between adults creates a consistent approach. When home, school, and care settings use similar language and responses, children are less likely to feel confused. That teamwork also makes a support plan easier to follow and review.

Roles of families and carers in behaviour support

Families and carers play a key role in behaviour support because they know the child’s routines, preferences, and stress triggers best. They often spot early signs of distress or changes in behaviour before others, helping shape effective support plans.

At home, carers implement these plans daily—practicing communication, reinforcing skills, and responding calmly to challenges. This gives children more opportunities to learn in natural settings beyond therapy or school.

Families also foster belonging. When children feel understood and supported, they are more likely to engage, learn, and feel safe. Regular feedback from carers helps the team evaluate what works and what needs adjustment.

Effective communication and teamwork strategies

Good teamwork begins with clear communication. In schools, when children show concerning behaviours, adults should focus on shared goals rather than personal opinions. Using plain English ensures everyone understands the child’s needs, target behaviour, and the new skill being taught.

To strengthen collaboration and reduce confusion:

• Use consistent names for behaviours and skills.
• Share brief updates on triggers, progress, and setbacks.
• Keep instructions simple and consistent.
• Agree on how to respond during tough moments.
• Review and adjust the plan regularly.

These habits build strong partnerships between families and school staff while making support more predictable for the child. Consistency improves the learning environment, reduces power struggles, and helps adults respond calmly and effectively.

Guidance on Restrictive Practices

Restrictive practices are responses that limit a child’s freedom or choice, usually because adults are trying to manage serious safety concerns. These practices are not the starting point in good behaviour support. The focus should stay on understanding the child’s behaviour and teaching safer, appropriate ways to communicate and cope.

Because of this, legal guidelines matter. Any behaviour support plan involving restrictive practices must be part of a careful behaviour support process that prioritises safety, rights, and less restrictive support strategies first. The sections below explain this in a clearer way.

What counts as restrictive practice and legal guidelines in Australia

In Australia, restrictive practices sit within a formal behaviour support process, especially under the NDIS framework. The compiled guidance makes it clear that behaviour support should first focus on understanding why behaviour happens, reducing triggers, and teaching new skills. Restrictive practices are tied to safety concerns, not convenience or punishment.

Under the legal guidelines, families and providers should work with trained professionals, such as a behaviour support practitioner, to make sure support strategies are lawful, documented, and reviewed. The child’s rights and wellbeing should remain central throughout the process.

Alternatives to restrictive practices and promoting safety

Before considering restrictive responses, adults should focus on positive ways to prevent escalation. Positive behaviour support begins by asking: What is the child trying to communicate, and what can we teach instead? This approach promotes long-term safety.

Educators can support emotional regulation and reduce disruptive behaviour by:

• Teaching replacement behaviours, like asking for help or a break
• Using visual supports for routines and transitions
• Scheduling breaks before the child becomes overwhelmed
• Practicing calming techniques such as deep breathing
• Lowering verbal demands when the child is upset

These strategies do more than stop immediate distress—they help children build lasting skills. When adults remain calm and consistent, children feel safer, learn self-control, and rely less on aggression or avoidance.

Supporting Children Through NDIS and Community Resources

For some children with special needs, extra help may be available through the National Disability Insurance Scheme. This can support access to assessment, planning, and professional support when behaviours of concern are affecting daily life, learning, or participation. It can also help families connect with early childhood intervention pathways.

Support does not only come through formal funding. Community resources, schools, GPs, psychologists, and other trained providers can all contribute useful support strategies. Knowing where to turn can make the next steps feel more manageable for families and carers.

How NDIS supports children with challenging behaviours

The National Disability Insurance Scheme can help families explore whether behaviour support fits within a child’s plan. The compiled information suggests families can speak with the NDIS, an NDIA planner, an early childhood partner, or a local area coordinator about including this kind of support.

A key part of that support is developing a behaviour support plan with a trained professional. The plan is individualised and used in the child’s natural environments. It focuses on reducing triggers, teaching new skills, and helping adults respond consistently when challenging behaviour happens.

This links closely with early childhood intervention. Children often benefit when support begins early and is practiced often. With the right teaching, they can learn safer ways to communicate wants and needs, improve participation, and use new skills at home, in care, and at school.

Accessing community programs and professional support

Many families start by asking where to find trusted help. A good first step is to talk with professionals already involved in the child’s care. That might include a GP, psychologist, teacher, or another provider who understands the child’s behaviour and learning environment.

Helpful sources of professional support and community programs may include:

• a GP who can check for physical causes behind sudden behaviour changes
• psychologists trained in behaviour support
• school staff involved in special education or wellbeing support
• NDIA planners, early childhood partners, or local area coordinators
• parent guides and therapy information from established child support resources

These pathways can give families practical support strategies, plain-language information, and guidance on next steps. They can also help identify whether mental health, communication needs, or daily stressors are affecting the child’s behaviour. The goal is to build a stronger support team around the child.

Conclusion

In conclusion, supporting children with behaviours of concern requires a collaborative approach that involves families, educators, and caregivers. By fostering effective communication and teamwork, we can create an environment that prioritises the well-being of these children. Understanding the roles of restrictive practices and exploring alternatives is crucial for promoting safety and positive outcomes. Additionally, utilising resources like the NDIS and community programs can provide valuable support for families navigating these challenges. Remember, you're not alone in this journey—together, we can make a meaningful difference in the lives of children who need us the most.

If you’re looking for more tailored strategies or support, don’t hesitate to reach out for a consultation or call daar at 02 9133 2500.

Frequently Asked Questions

What are early signs parents or teachers should watch for?

Early signs can include repeated disruptive behaviour, meltdowns, aggression, running away, or sudden changes in behaviour patterns during routines or transitions. Adults might also notice communication struggles or signs of distress before incidents happen. Spotting these early signs supports early intervention and helps prevent challenging behaviours from becoming more severe.

Can Positive Behaviour Support work alongside other interventions?

Yes. Positive behaviour support can sit alongside other support strategies when a child has special needs or wider behavioural challenges. It works well because the behaviour support plan is individualised and focused on daily environments. The main aim is to teach practical skills and improve quality of life, not replace every other intervention.

Where can families get more help or information on behaviour support?

Families can seek help through community resources such as a GP, psychologist, school-based special education staff, or an NDIS contact if relevant. A behaviour support practitioner can guide assessment and planning. The best results usually come when this professional support connects the whole support team around the child.