This can be very difficult for everyone involved. The most important thing is to continue to work with school, sharing ideas and deciding next support steps.
Ask your child how they feel, what’s working and what isn’t, and what would need to change to see improvements with behaviour. Share this information with school, this is the starting point.
Look for patterns or triggers for behaviour, for example are the instances always in a particular lesson or time of the day.
Consider a positive praise approach – finding a way to praise even the smallest of things can have a positive impact to behaviour.
Think about the behaviour targets set, breaking these down to bite-size achievable targets can be a good way to manage. For example, if you are able to praise your child for getting through a lesson without incident (even where other lessons may not have been as positive!), it might just lift their confidence enough to keep them feeling positive about the next day and start to break the cycle of challenging behaviour.
School might consider: