Education initiatives to help children with behavioural problems

Every citizen has the responsibility to contribute to the development of positive behaviour manifested by children and young people, Education Minister Louis Galea said yesterday.

He was closing the first European Conference on Social, Emotional and Behaviour Competence and Difficulties in Children and Young Persons (SEBCD), was held at the Dolmen Resort Hotel, Qawra.

Dr Galea explained that, while most children and young people experienced and grew out of behavioural problems as a normal part of their development, all societies had some youngsters who continued to show behavioural difficulties.

The field of education had been undergoing a major evolution during the past few years. This, he said, brought about a number of concrete measures aimed at addressing challenging behaviour.

These measures included the publication of the reform document 'For All Children To Succeed', the setting up of colleges, the amendments to the Education Act in 2006, and the recent agreement between the government and the Malta Union of Teachers (MUT).

This agreement included measures that targeted the SEBCD student that were: the setting up of learning support zones within schools, setting up learning support centres within colleges, the provision of prefects of discipline, the training of learning support assistants, the provision of curriculum development sessions on a weekly basis to primary school teachers, and the transformation of counselling services and provision of extended student services.

Dr Galea went on to add that the majority of behavioural issues were best tackled by using all possible efforts and services provided within the school. This was the reason behind the introduction of learning support zones within schools and learning support centres on a regional basis.

The prime aim of an inclusive school was to create the most appropriate learning environment, so that students were able to reach their full potential. When tackling issues of challenging behaviour, it was important to implement a whole school approach, which was dependent on shared responsibility and partnership between all the staff, students and their families.

Teacher training and in-service training provided professional development training with regard to the theoretical understanding of challenging behaviour and also teaching methodologies that have been proven to be effective, he said.

Dr Galea added that among the government's measures - aimed at addressing challenging behaviour - the ministry was in the process of applying for EU funding for projects including early identification and screening of emotional and behavioural difficulties and the development of after-school programmes.

There was also the intention to set up a Behavioural and Educational Support Team (BEST) to support class teachers and schools.

Government has also developed a generous support system in schools with the provision of 1,100 learning support assistants who helped 1,500 children and students in primary and secondary schools, he added.

Dr Galea also said that the ministry had spent some Lm30,000 (€69,800) to sponsor 13 teachers to read for a Master's degree in SEBCD.

The ministry was also co-operating with the Ministry for the Family and Social Solidarity in the recently set up KIDS programme - a therapeutic, residential programme for SEBCD children, Dr Galea said.