5.2 NAG 5.2 Student Management

Updated: 25.11.18

P&P No: 5.2

Student Management

Behaviour Management


  • To provide a set of guidelines in which to positively consider student behaviours.
  • To ensure that the communicative function of a problem behaviour is considered and addressed.
  • All students and teachers have a right to enjoy their days at Arahunga in a safe emotional and physical environment.
  • All students are expected to participate and co-operate in the life and routines of Arahunga to the best of their ability.
  • Arahunga endeavours to be a restorative organisation, recognising and praising acceptable behaviours, and dealing with unacceptable behaviour in a way that maintains and restores a person’s mana and self-worth.
  • It is expected that, over time, an individual student’s participation and co-operation in the learning environment will increase.
  • All students are individual, and thus their participation may vary.
  • Staff need to be prepared to assist students to participate and co-operate in a variety of ways.
  • The focus must always be on the positive aspects of a student’s conduct and progress.
  • It is important to analyse the communicative functions of behaviours, and teach the student alternative strategies for managing feelings and behaviour.
  • Staff need to be able to assist students to develop appropriate social skills and personal behaviour so that they are able to make sense of their world.
  • Visual supports and strategies should be utilized extensively with a number of Arahunga’s students in order to alleviate student anxiety and provide structure to the school day.
  • Parents/caregivers need to be contacted when their child’s behaviour is causing concern and their co-operation requested as soon as possible.
  • Arahunga is very reluctant to suspend or expel students unless it is no longer possible to keep them and others safe.

Corporal Punishment

As with all New Zealand schools, Arahunga does not use corporal punishment of any form.

Behaviour Support Plans

Improving Self-management skills

Positively focused programmes are designed to have long term benefits and are recorded through the IEP process, which involve parents and caregivers in the implementation of the individual’s learning programme. These programmes may:

  • Address challenging behaviour with a seperate behaviour plan which may be referred to in the IEP meeting.
  • Provide strategies for managing feelings and behaviour.
  • Help students to develop appropriate social skills and personal behaviour so that they are able to make sense of their world.
  • Behaviour plans will be referred to in the Self-management section of a student’s IEP.

Responding to an Incident

It is important that staff notice the early signs of a student approaching crisis, so that they are able to match their response to the student’s behaviour in order to improve the likelihood of being able to de-escalate a crisis before it occurs.

MAPA techniques should be followed closely when needed.

Recording Incidents 


  • To ensure that incidents of concern are recorded so that patterns can become apparent and issues can be addressed.
  • To ensure that the appropriate Senior Manager is informed of any incidents.


  • Complete an incident report for each incident.
  • Submit a copy of the incident report to the appropriate Hub Leader and to the regional office, this latter one is for filing in the student files.

Risk Management

  • When a student is acting out, other students may be in danger.
  • At the very least, it is disturbing for other students to see someone acting-out in this way.
  • Having an audience can also inspire the person who is acting-out to reach greater heights.
  • A class which has a student who poses a regular threat of reaching the stage of acting-out should regularly practice the orderly evacuation of students into another safe area, so that this is able to occur safely and with minimal disruption.


Seclusion is NOT to be used in any form at Arahunga Special School or Outreach Service.



  • To maintain staff and student safety in the event of a violent outburst by a student.
  • To ensure the care, welfare, safety and security of all.


Overriding Procedures:

  • A child can only be restrained where harm is occurring to self or others – there is no other situation where restraint is acceptable.
  • Any restraint can only be for the minimum period of time possible – usually this will only be momentary in nature.
  • Following a restraint the priority is the health and safety of all people involved.
  • Host school leadership, parents/caregivers (of any students involved) and the staff member’s immediate supervisors must be informed directly following the incident.
  • A report must be filed directly to the Regional Manager (digital is acceptable).
  • The Regional Manager will then forward the report to the Executive Officer for confidential filing and a copy to the Principal.
  • The only forms of restraint that can be used at Arahunga School are the MAPA techniques.
  • Only trained staff are able to use restraints.
  • All situations should be covered by behaviour plans.
  • Written reports must be submitted to the Regional Manager by the end of the day the restraint occurs on.

Out of Control Situations

In the situation where a student will not calm down send all other students out of the class with a teacher aide and a teacher remain in the supervision vicinity of the agitated student. The Hub Leader, or in their absence the Regional Manager, must be contacted immediately. The Senior Manager involved will decide on the best course of action, which may include one of the following:

  • Calling in caregivers/parents
  • Calling the police.
  • In extreme circumstances protective restraint (following the guidelines above).
  • Other suitable methods for keeping the student safe.

Review Cycle: Within 3 Years

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