ASESC BEACON program rationale
The BEACON program aimed to support students with severe behavioural issues resulting from diagnoses such as Autism Spectrum Disorder, ADHD, Intellectual Disability, PTSD, and Generalized Anxiety Disorder. The primary objectives were to create a safe, supportive learning environment, improve staff competency in managing complex behaviours, and boost overall student engagement and learning outcomes. The program sought to reduce behaviour escalations and enhance safety for students and staff.
We began by assessing ASESC’s existing support structures and identified that they were inadequate for the needs of these students. To address this, we redesigned a learning area into the BEACON program. This involved securing funding, working with architects and builders, collaboratively managing the construction process, and designing the learning environment for maximum engagement.
Alongside this, we restructured the Student Support and Wellbeing (SSW) team and introduced comprehensive training programs for staff. These included Therapeutic Crisis Intervention, Positive Behaviour Support (PBS), Functional Behavioural Assessment (FBA), Trauma-Informed Practice, and Social and Emotional Learning (SEL) curriculum. New curriculum standards and procedures were also developed to meet the students’ needs effectively.
Data was essential in shaping and executing the BEACON program. Initial data from the primary school revealed severe safety issues and frequent workplace injuries. This information guided the program’s development and the redesign of the learning environment. Throughout implementation, we used data on behavioural incidents, student progress, and staff feedback to make necessary adjustments and improve the program.
The BEACON program led to significant successes, including a marked reduction in safety incidents and behaviour escalations. Staff experienced fewer physical altercations with students, and the need for physical restraints decreased substantially. Students improved in emotional regulation and social skills, leading to better classroom behaviour and engagement with learning. Challenges included resistance from some staff and funding issues related to the learning area redesign
Overcoming these challenges required additional professional development, targeted support, and effective communication with all stakeholders.
The BEACON program led to positive changes in teaching practices and staff behaviour. Educators became more collaborative and proactive in managing behaviours, embracing new strategies, and engaging in continuous professional learning. This created a supportive and empathetic environment, improving relationships between staff and students.
The BEACON program had a profound impact, with students showing significant improvement in managing emotions and interacting positively. The program demonstrated the effectiveness of a strategic, data-driven approach to leadership. Reflecting on this experience, I see the value of earlier and more frequent staff engagement in planning and incorporating more student feedback for more responsive interventions.