There are many approaches we can use when supporting behaviour. One familiar strategy, particularly in some schools, is the use of public behaviour systems, such as charts displayed on classroom walls or in communal spaces.
While these systems are often introduced with positive intentions, we need to reflect on their real impact on the individuals we support.
Some of us may find public behaviour charts helpful for offering direction, celebrating progress, or acknowledging positive moments However, no single strategy works for everyone, and it is important that we consider how these systems might affect individuals differently.
Public behaviour charts come in many forms. For example, they might include:
The intention behind these systems is often to promote and reward behaviours we want to encourage. We may praise someone for a preferred behaviour and then add their sticker or name to the chart, in the hope that this reinforces similar responses in the future. At times, behaviour charts are also used to signal sanctions or remove privileges.
Praise can be hugely motivating for many individuals. It may boost confidence, reinforce strengths and help create a positive environment. But public praise doesn’t always work well for everyone.
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