SMART Target Examples for Emotional and Behavioural Difficulties (EBD)
in Irish Primary 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 in Ireland
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.
SMART Target Examples by NEPS Need Area
These targets are mapped to NEPS need areas and categorised by Continuum of Support level. Replace [student] with the student's name and [date] with your review date (typically 6-8 weeks).
Social & Emotional
By [date], [student] will identify their current emotion using a feelings thermometer during 4 out of 5 daily check-ins with the class teacher.
By [date], [student] will use a pre-taught coping strategy (deep breathing, counting to 10, or leaving the situation) when feeling angry, on 3 out of 5 occasions, as recorded by the SET.
By [date], [student] will participate in a Circle Time discussion for 10 minutes without disruptive behaviour on 3 out of 5 occasions.
By [date], [student] will play cooperatively with a peer during a structured activity for 10 minutes without conflict on 3 out of 5 occasions.
Behaviour
By [date], [student] will follow the 3 classroom rules (kind hands, kind words, kind listening) for a full morning session on 4 out of 5 days, as recorded on a behaviour chart.
By [date], [student] will respond to a teacher redirection within 30 seconds without escalation on 3 out of 5 occasions, as recorded by the class teacher.
By [date], [student] will complete a behaviour reflection sheet after an incident, identifying the trigger and an alternative response, on 3 out of 5 occasions with SET support.
Attention & Concentration
By [date], [student] will remain in their seat during a 15-minute lesson using a token reward system on 4 out of 5 occasions.
Self-Care & Independence
By [date], [student] will independently use the calm-down corner and return to their seat within 5 minutes on 3 out of 5 occasions when dysregulated.
Language & Communication
By [date], [student] will use words instead of physical actions to express frustration on 3 out of 5 occasions, as observed by the class teacher.
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)
Example SSF Phrasing
Copy-paste ready phrasing for the Strengths and Needs sections of the Student Support File.
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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