Student Support File for Emotional and Behavioural Difficulties (EBD)
Guide for Irish Teachers
Emotional and Behavioural Difficulties (EBD) is a broad term covering a range of social, emotional, and behavioural challenges that significantly impact a student's learning and relationships. In Irish schools, this may include persistent anxiety, oppositional behaviour, emotional dysregulation, or withdrawal, requiring a multi-layered approach within the NEPS Continuum of Support.
About Emotional and Behavioural Difficulties (EBD) in Irish Schools
Emotional and Behavioural Difficulties (EBD) is a broad term covering a range of social, emotional, and behavioural challenges that significantly impact a student's learning and relationships. In Irish schools, this may include persistent anxiety, oppositional behaviour, emotional dysregulation, or withdrawal, requiring a multi-layered approach within the NEPS Continuum of Support.
Prevalence: Approximately 10-15% of Irish school-age children experience social, emotional, or behavioural difficulties at some point, with a smaller proportion requiring intensive support at School Support Plus level.
Relevant NEPS Need Areas
When completing the Strengths, Interests & Needs section of the Student Support File, focus on these areas for students with EBD:
Common Strengths
- Often shows strong ability when emotionally regulated
- Can form strong relationships with trusted adults
- Creative and expressive personality
- Physical energy and enthusiasm for active tasks
- Empathy and awareness of fairness/injustice
- Responds positively to praise and positive reinforcement
Common Needs
- A consistent, predictable, and safe classroom environment
- Explicit teaching of emotional regulation strategies
- Positive behaviour support with clear expectations
- Opportunities to develop and practise social skills
- Trusted adult relationship for check-ins and de-escalation
- Support during unstructured times (breaks, transitions)
Support Strategies by Continuum Level
Record these strategies in the Student Support File under the appropriate Continuum level. Choose strategies based on the student's individual needs, not all strategies will apply.
Classroom Support
ALL - Class teacher-led interventions
- Establish clear, consistent routines and expectations with visual supports
- Use a positive behaviour support approach (5:1 ratio of positive to corrective feedback)
- Provide a calm-down corner with sensory tools and visual strategies
- Use first-then boards and visual timers for task management
- Build a positive relationship through daily check-ins
- Avoid public confrontation - use private, calm redirection
- Teach emotional vocabulary and self-regulation strategies explicitly
School Support
SOME - SET-led targeted teaching
- SET-led social-emotional learning programme (e.g., Friends for Life, Incredible Years)
- Individual behaviour support plan with clear triggers, strategies, and responses
- Check-in/check-out system with designated staff member
- Social skills group focused on conflict resolution and friendship skills
- Daily behaviour tracking chart shared with parents
- Restorative practice approach for resolving conflicts
School Support Plus
FEW - Multi-disciplinary team involvement
- NEPS consultation for functional behaviour assessment
- Intensive individual support plan developed with MDT (NEPS, CAMHS, parents)
- SNA support if safety concerns exist (documented care needs)
- Structured therapeutic programme (e.g., Theraplay-informed, nurture group)
- Regular review meetings with parents and external professionals
- Referral to CAMHS or external behavioural support service if needed
Example SSF Phrasing
Copy-paste ready phrasing for the Strengths and Needs sections. Replace [Student] with the student's name.
Strengths Phrasing
- “[Student] is capable of excellent work when they are emotionally regulated and supported.”
- “[Student] has formed a strong, trusting relationship with [staff member] and responds positively to their guidance.”
- “[Student] shows empathy and a strong sense of fairness in peer interactions.”
- “[Student] is energetic and enthusiastic about physical and creative activities.”
Needs Phrasing
- “[Student] needs explicit teaching of emotional regulation strategies for managing anger and frustration.”
- “[Student] requires a consistent, predictable environment with clear expectations and positive reinforcement.”
- “[Student] benefits from structured support during unstructured times (breaks, transitions, yard).”
- “[Student] needs opportunities to develop social skills, particularly conflict resolution and turn-taking.”
Frequently Asked Questions
What are SMART targets for EBD in Irish primary schools?
How do I write a Student Support File for a child with EBD?
What is a positive behaviour support plan?
Official Irish References
Essential Guides
Related Conditions
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