In recent years, behaviour management provision in schools has been influenced by:

The Assertive Discipline programme, introduced into the UK by L. and M. Canter in 1992, suggests that

• A.D. is a structured approach to managing behaviour
• A.D. is about a giving the teacher the skills to manage inappropriate behaviour in the classroom
• Rewards and sanctions should clearly specified and explained to the class
• Pupils should be encouraged to choose to behave responsibly
• A classroom discipline plan is taught and frequently referred to

The Positive Behaviour Management model, as advocated by Bill Rogers

• The importance of effective classroom teaching
• The positive style of behaviour management from a whole school perspective
• The use of positive language in behaviour management in schools and classrooms
• Inspirational ways for managing pupils with social, emotional and behaviour difficulties
• The concept of ‘Behaviour Recovery’: A Whole school Programme for Mainstream Schools (1994)

Social Inclusion and Inclusive Schooling required by various UK government initiatives which recommend that

• All children with special educational needs should be educated in a school within their own community
• The teaching and learning, achievements, attitudes and well being of every young person matter
• The interests of each child are respected and safeguarded at all times
• Schools, local education authorities and others develop their cultures, policies and practices to include all pupils
• The exclusion of pupils with social, emotional and behaviour difficulties are seen as a last resort

The Interactive Guide draws on all of these to promote an ‘all inclusive’ behaviour recovery model.