4.3 Explain how to work with children, young people and others to identify and set behaviour goals and boundaries for children and young people with emotional, behavioural and social development needs

This guide will help you answer 4.3 Explain how to work with children, young people and others to identify and set behaviour goals and boundaries for children and young people with emotional, behavioural and social development needs.

Supporting children and young people with emotional, behavioural and social development needs requires a clear plan. Behaviour goals give them something to aim for. Goals should be realistic, fair and suited to their needs.

To set these goals, you must work with the child, not just for them. Talk to them about what they would like to improve. Listen to their concerns and experiences. Gain their trust by being consistent and respectful. Small, clear steps help them see progress.

In many cases, the child’s emotions affect decision making and self-control. This makes it harder for them to understand boundaries. You need to explain what a goal is, why it matters, and how it will help them. Keep language simple and positive. Avoid making goals sound like punishments. Describe them as skills to practise.

You should discuss:

• Behaviours they find difficult
• Situations that trigger those behaviours
• How they could react differently
• Rewards or recognition for progress

Goals should be shared with any professionals who support the child. This could include teachers, teaching assistants, counsellors or social workers. Families should be involved so the child receives consistent encouragement.

Understanding Behaviour Boundaries

Boundaries are limits set to keep behaviour within safe and respectful levels. For a child with emotional or behavioural difficulties, boundaries must be clear and precise. They help the child understand what is expected.

Boundaries should be explained in positive terms. Say what the child can do, rather than only what they must not do. For example, “Use kind words” is clearer than “Do not be rude”.

The process of setting boundaries works best when:

• Everyone supporting the child agrees to the same boundaries
• Boundaries are displayed visually (charts, posters)
• They are stated in a calm tone
• There are consistent consequences for breaking them

Children respond well when boundaries link to agreed goals. Both support positive habits. For example, a goal might be “Speak politely to staff”, and the linked boundary might be “No shouting in class”.

Working with Families

Families play a key role in helping children with behaviour goals and boundaries. Home support keeps messages consistent. Speak with parents or carers and listen to their ideas. They know the child well and can share insights into triggers or successes.

Arrange short meetings or calls to update them on progress. Share examples from school or other settings. Encourage them to praise the child when they meet their goals.

When working with families:

• Use plain English
• Avoid jargon
• Focus on solutions
• Agree on strategies both at home and school
• Respect their views

Some families may have experienced many meetings over the years and might feel worn down by repeated issues. Offer practical suggestions they can use straight away. Keep things positive but realistic.

Involving Other Professionals

Children with emotional, behavioural and social development needs often have support from a range of professionals. These could be:

• SENCO (Special Educational Needs Co-ordinator)
• Speech and language therapist
• Counsellor
• Educational psychologist
• Social worker

Work with these professionals to set consistent goals and boundaries. They may have specialist assessments that identify areas of difficulty. Use this knowledge to make goals achievable.

Regular communication avoids confusion. Professionals can help monitor progress and adapt goals if needed. Agree on clear roles so everyone knows how they will support the child.

Encouraging Child Participation

A child is more likely to respect a boundary or work toward a goal if they have helped create it. Give them some choice. For example, ask “Which target shall we try first?” or “Which reward would you like for meeting this goal?”

Children may not always understand their own behaviour patterns. Use role-play or visual aids to help them see how actions lead to outcomes. Breaking goals into small steps makes them less intimidating.

Participation boosts their confidence. They feel heard and valued. This can reduce resistance and improve engagement.

Setting Realistic Behaviour Goals

Unrealistic goals set children up to fail. A child who shouts daily might not be able to “never shout again” straight away. Start with shorter targets such as “Speak quietly during reading lesson” and build from there.

When setting goals:

• Use the SMART model (Specific, Measurable, Achievable, Relevant, Time-bound)
• Focus on one or two areas at a time
• Monitor regularly
• Adjust if the goal proves too hard or too easy

Give feedback often. This shows the child how they are doing and reminds them of the target.

Consistency Across Settings

Children with behavioural needs benefit from consistency. Goals and boundaries must be the same across settings such as classrooms, lunch halls, playgrounds and home.

If the child hears mixed messages, progress slows. Everyone involved must agree on the same wording and responses. This means staff members act in similar ways when reinforcing rules.

Write goals and boundaries down and share them with all staff who work with the child. Keep these documents updated as the child improves.

Monitoring and Reviewing Progress

Progress should be tracked. This can be done with behaviour charts, checklists or logs. Record successes and challenges. Share these records with the child so they can see their achievements.

Review meetings help adjust the plan if needed. If a goal is met, set a new one. If a boundary is often broken, explore reasons and adapt the approach.

Make sure the child understands they can improve at their own pace. Celebrate small wins to keep motivation high.

Positive Reinforcement

Positive reinforcement means rewarding good behaviour. The reward could be praise, a sticker, a small privilege or extra playtime. It tells the child that meeting goals leads to good things.

This works better than focusing mainly on punishment. It builds confidence and motivation. Praise should be specific: “I liked how you stayed calm at playtime today” is more effective than “Good job”.

Balance reinforcement with fair consequences for poor behaviour. Children should know what will happen if boundaries are broken, and these consequences should be consistent.

Addressing Emotional Triggers

Children with emotional, behavioural and social development needs often react strongly to certain situations. Identifying triggers is key to setting appropriate goals.

Triggers could be loud noise, changes in routine, peer conflict or frustration with schoolwork. Once you know them, you can work with the child to plan responses. For example, if loud noise causes upset, a goal might be to “Ask for quiet time when feeling stressed”.

Share trigger information with all adults who work with the child so they can respond appropriately.

Creating a Supportive Environment

The child’s surroundings affect behaviour. Calm, organised spaces help reduce stress and encourage focus. Visual prompts, predictable routines and clear communication all support boundaries.

Avoid overcrowded or noisy spaces if they cause problems. Prepare the child for changes in routine with advance notice. Offer quiet spaces where they can calm down if needed.

A supportive environment works alongside goals and boundaries to help the child succeed.

Record Keeping

Keep accurate records of agreed goals, boundaries and progress. This ensures all staff and professionals have the same information. It also helps identify trends over time.

Records should include:

• Date and details of agreed goals
• Names of those involved in setting them
• Progress notes
• Any changes made
• Observations on behaviour patterns

Protect records under data protection laws. Only share with authorised people.

Building Trust

Trust between the child, staff, family and other professionals is important. Trust grows when adults are consistent, fair and respectful. Avoid making promises you cannot keep. Always follow up on actions agreed in meetings.

If the child trusts you, they are more likely to accept boundaries and work toward goals. Trust also makes difficult conversations easier.

Final Thoughts

Supporting children and young people with emotional, behavioural and social development needs takes patience, planning and teamwork. Goals give them something positive to aim for. Boundaries make expectations clear. Both work best when the child, family and professionals agree on them together.

Progress may be slow at times, but small steps still move things forward. Celebrate each achievement. Review regularly so goals match the child’s current needs. Keep communication open, respect each person’s role, and always focus on positive change.