Case Study 3

One example from a school using sleuth highlights how sleuth has proved effective in identifying a line of enquiry for a pastoral interview with a student.

Having interrogated the data on a particular student prior to the student interview a series of reports were generated breaking this behaviour down. One of the reports: Student Behaviour by Day - was particularly noteworthy. The breakdown showed that the majority of the incidents in which the student had been involved took place on Wednesday.

This data allowed the member of staff conducting the interview to pursue a particular line of enquiry. The result was that during the course of the student interview the member of the pastoral team was able to identify a personal issue that had been to this point unrecognised yet was clearly having an impact on the student's behaviour. Having recognised an underlying cause an appropriate response was enabled.

Having identified a particular trigger for the behaviour steps could be taken to ensure that the level of support offered to the student was increased, particularly that which related directly to the issues that he faced. Classroom teachers were made aware of this trigger and were able to adjust their approaches to redirect his behaviour. Adjustments to the timetable were made to reduce levels of anxiety and frustration the student felt during the course of the school day on Wednesdays.

Reports generated on individual students that demonstrate clear trends in behaviour can be used effectively to support a number of strategies within schools. Staff can be supported to adopt a behavioural approach as part of their classroom practice, including behaviour analysis and positive behaviour management strategies. An approach for which sleuth is intended to provide a framework.

Reports can also be used to develop student specific behaviour questionnaires and to enhance other cognitive approaches to behaviour management.

With a direct correlation between low self-esteem and inappropriate behaviour in schools, developing staff skills in solution focus interview techniques can prove invaluable. Students, as opposed to staff, are encouraged to take ownership of the target behaviour and are also responsible for identifying the solution. This approach is empowering for both staff and students. This approach can address the perceived lack of control often felt by young people with low self-esteem. Levels of motivation to attain targets are often stronger if we have been able to identify the targets for ourselves.

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