The Behavior Specialist in Inclusive Schools: Navigating Power, Support, and Intervention for Behaviours of Concern

Behaviors of concern (BoC) may be defined as persistent behaviors that impact the daily functioning and learning of children. They are behaviors that could pose a risk to their own safety or the safety of others. Supporting children with BoC is vital for student learning, success, and inclusion in both mainstream and special settings. Traditionally, the onus has been on the teacher to support and manage a classroom and all behaviors within that classroom. However, with an increase in BoC impacting school and class activities, targeted support in schools has become more common. Many factors have accelerated this shift, particularly the rise of burnout, lack of confidence, and aggressive behavior in schools, particularly in special school settings. The current study, through a Foucauldian power/knowledge and disciplinary theory paradigm, investigated whether having one specialist in the school aids the children and staff. A focused case study was conducted via seven semi-structured interviews with staff at one special school in the Republic of Ireland (RoI) with a full-time behavior specialist (BS) on site. The findings revealed that (1) the role of the BS is based on identifying BoC and implementing support, (2) having a behavior specialist is key for supporting children and staff in schools, (3) support and interventions are more sustainable once there is the presence of a specialist, and (4) challenges such as a lack of space, inadequate funding, large caseloads, staff shortages, and lack of time are a reality in the school setting. The main conclusion derived from this study is that having a BS in the school has a positive impact on the children, staff, and attitudes, providing both practical and pastoral power, which are essential for effective inclusive practices.