To wrap up our Inclusion Week, we asked our Behaviour Specialist Amanda Frank about neurodiversity, learning support and her recent visit to Bishkek International School.

Tell us more about your visit to Bishkek International School (BIS). How did it come to be realized?

A: Behaviour Support is relatively new to international schools and I feel very lucky that our school is one of the few that have taken a chance with it. Since resources in this field are scarce, our director suggested we share our knowledge within the CEESA network. I went to BIS to support them in expanding their knowledge about neurodivergent learners and behavior support within schools. It was a truly refreshing and professionally fulfilling experience for me.

How long were you there, and what were your main activities during your stay?

A: I spent a week there. I did classroom observations,  provided workshops on neurodiversity and behaviour support for all faculty and then conducted a full-day workshop about behavior support strategies and solutions for their learning support department and administrators.

Why is it important to have a behaviour support program?

A: As international schools grow, we are seeing more kids with different types of neurodiversity. We often think behaviour should be handled by the principals as a discipline issue, but we sometimes can actually see more positive, long-term change when we treat it as a learning need. My job as a behaviour analyst can be to observe a student's behaviour, often specifically those behaviors that we would label as “challenging” or “interfering with the learning”, and then identify the underlying unmet need or missing skill that actually needs to be addressed in order to manage the behavior. Along with this, we look for ways to support executive functioning skills (attention, focus, planning, organization, etc.) that are foundational for learning. If we can support kids strategically in their behaviours, we can hopefully prevent problems before they start.

Parents sometimes get anxious when you talk about neurodiversity, diagnoses, and giving students labels. How do you support students and families in gaining a better understanding of these sensitive topics?

A: Things that are new are often scary when we don’t understand much about them. Often fear, misunderstanding, and judgement come from a place of unfamiliarity. When you understand more about these topics, they can feel less scary and you can reduce some of the stigma that comes with them. It is also always important to approach these things from a strength-based approach. With neurotypes such as autism, ADHD, or dyslexia, there are actually many strengths that come with them. It is crucial that, while navigating some of the challenges that come with these diagnoses, that both kids and parents also take time to recognize the strengths.

A diagnosis can be scary, but they also can be a powerful tool.  With diagnosis often comes strategies and support. It can also remove the more negative labels such as “lazy”, or “dumb”- labels that students often give themselves when they don’t understand why school is hard for them. A diagnosis can help your child understand their own learner profile - how they learn, what is hard for them, and how they can advocate for and support themselves. 

What is the toughest thing in your job, and what is the most rewarding?

A: I think the toughest thing is that behaviour is still often very misunderstood. Many people think that, as educators, we're being "too soft" or "allowing" things to happen in the classroom. It's hard to break those stereotypes. But just because we understand where a behavior comes from and we do things to support students in their behavior, it doesn't mean we let things go. We still have boundaries and consequences, but a consequence needs to be logical, it shouldn't just be a punishment. If you don't address behaviors from the root and the why behind the behaviour, you're just putting a Band-Aid on it without actually helping the student.

What's really rewarding is when you take a step back and you do see that change. Seeing kids who struggled finally able to connect with their peers, form friendships, participate in class, and above all feel confident and proud about how the approach to school is amazing. We have to remember that it doesn't feel good to be the "behaviour kid," and by supporting them, we help them move beyond that persona, be the best version of themselves, and feel good about who they are.