By Haarith Y. Agbaje
In today’s diverse educational landscape, a one-size-fits-all approach to student behaviour management is both outdated and ineffective. While universal behavioural approaches, such as school-wide rules, incentive programs, and standardised discipline systems, are designed to promote order and consistency, they often fall short when addressing the specific behavioural needs of individual students. Therefore, I strongly support schools creating individualized behaviour plans for students with unique needs.
Individualised behaviour plans are more effective in addressing complex student needs. A one-size-fits-all approach assumes that all students respond similarly to the same expectations and consequences. However, students with behavioural disorders, trauma histories, or other issues may not respond effectively to generalise strategies. An individualized behaviour plan allows educators to consider a student’s specific triggers, strengths, and goals, providing targeted interventions that support the student in a meaningful and respectful way.
Equity in education means giving each student what they need to succeed, not giving every student the same thing. Relying solely on universal behaviour strategies can marginalize students who struggle to conform to typical behaviour expectations due to factors beyond their control. Individualized behaviour plans promote inclusion by recognizing that each student is unique and deserves a fair opportunity to succeed in the classroom.
Students with behavioural difficulties are disproportionately affected by exclusionary discipline practices like suspension and expulsion. These punitive measures often fail to address the root causes of behaviour and can lead to academic failure or school dropout. Individualized behaviour plans, in contrast, focus on prevention, skill-building, and positive reinforcement.
While it is true that individualized plans require more effort and coordination, the benefits far outweigh the challenges. Individualized behaviour plans do not mean throwing away universal systems; instead, they build upon them to offer additional layers of support for students who need them most. A well-structured school can maintain consistency through general expectations while simultaneously using individualized strategies for students with persistent behavioural challenges.
In conclusion, while universal behavioral strategies provide a helpful starting point for managing student behavior, they cannot meet the needs of every child. Schools must embrace individualized behavior plans as a critical component of a comprehensive and inclusive behavior support system. By doing so, educators can address the unique needs of students, promote fairness, reduce disciplinary issues, and support academic success.
Haarith is of I-scholars International Academy, Abuja
