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1 Children's behaviour is central to the learning process and is an intrinsic element of education

2 Problems in behaviour in educational settings are usually a product of a complex interaction between the individual, school, family, community and wider society

3 Social interaction based on mutual respect is a fundamental basis of an optimal educational environment

1 Equal opportunity and maximum inclusion

1a An individual's difficulties and needs can vary over time and in different settings . Thus, organisations and individuals should avoid 'labelling' children and young people

1b All children should have maximum access to the mainstream curriculum and children should be educated, as far as possible, with their mainstream peer group

1c Policy, planning and action in the field of behaviour management should be anti- discriminatory and conform to equal opportunity policy

2 Respect for all

2a Children and their teachers have the right to have difficulties in behaviour in educational situations addressed without prejudice

2b All persons involved in difficulties in behaviour have a right to have their views and feelings taken into account at all times

2c Policy and practice should actively promote mutual respect for schools, parents, teachers and children

3 Positive approaches to behaviour

3a In all circumstances positive approaches to behaviour should be preferred

3b Interventions in response to unwanted behaviour should be the least necessary and least intrusive

3c The 'behavioural environment' should be evaluated at the starting point of all interventions and work to improve the context should always be accorded high priority

4 Organisational consistency and improvement

4a Organisations should recognise the importance of having clearly stated and shared values and beliefs which underpin expected standards of behaviour and quality of relationships

4b All involved in the organisation (including children, taking into account their age and understanding), should be included in the process of determining and reviewing values and beliefs

5 Working with children and parents

5a The views and wishes of the child (as taken in the light of her age and understanding) are of prime importance and must be heard and taken into account

5b Working with behavioural difficulties should be done in partnership with parents/ carers wherever commensurate with the welfare of the children

6 Appropriate and effective agencies

6a Provision for emotional and behavioural difficulties should be made by the most appropriate agency, in most cases the mainstream school working in partnership with parents

6b In the best interests of the child, there must be close cooperation and agreement in working practices between agencies

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Framework for Intervention is a non-profit making agency of Birmingham City Council's Children, Young Person and Families Department (Children's Services). It is administered within the Educational Psychology Service.

(c) Birmingham City Council 1997-