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BASELINE ASSESSMENT PROFILE
This has been replaced by the Foundation Stage Profile <<
BEHAVIOURAL, EMOTIONAL AND SOCIAL DIFFICULTY (BESD)
Behavioural, emotional and social difficulty is a type of special educational need. It is a broad term that has been used, in one form or another (until recently, the term ‘emotional and behavioural difficulty’ was widely used), within education for more than 25 years.

Pupils with behavioural, emotional and social difficulties cover the full range of ability and a continuum of severity. Their behaviours present a barrier to learning and persist despite the implementation of an effective school behaviour policy and personal/social curriculum.

At the milder end of the continuum, pupils with behavioural, emotional and social difficulties may have difficulties with social interaction and find it difficult to work in a group or cope in unstructured time. They may have poor concentration, temper outbursts and be verbally aggressive to their peers and adults.

Others may provoke their peers and be confrontational or openly defiant – and sometimes physically aggressive – towards peers and adults. They are often ‘off task’ and have a very short concentration span. Their self-esteem is low and they find it hard to accept praise or take responsibility for their behaviour.

Some pupils may not be able to function at all in group situations, and exhibit persistent and frequent violent behaviour which requires physical intervention. Others may display similar signs of low esteem, under achievement and inappropriate social interaction, but without outwardly challenging behavioural outbursts. They will be withdrawn, quiet and find it difficult to communicate.

See also Special educational needs <<

BEHAVIOUR AND EDUCATION SUPPORT TEAMS
Behaviour and Education Support Teams (BESTs) are multi-agency teams bringing together a complementary mix of practitioners from the fields of health, social care and education. The aim of a BEST is to promote emotional well-being, positive behaviour and school attendance, by identifying and supporting those children with, or at risk of developing, emotional and behavioural problems.

BESTs work with children aged 5 to 18, their families and schools to intervene early to and prevent problems developing further. They are strategically placed in targeted primary and secondary schools, and in the community, alongside a range of other support structures and services. <<

BEST
[See Behaviour and Education Support Teams] <<