"SLT don't do anything"
Leading on behaviour and culture in schools
Adele Bates
- Behaviour and Education Specialist, UK
Keith Bates
- SEMH expert and Associate, Adele Bates Education, UK
Purchase
eBook
ISBN:
9781036253684
Available from
November 2026
Paperback
ISBN:
9781036216146
Available from
November 2026
Description
From the bestselling author of "Miss, I don’t give a sh*t", this book offers school and college leaders a blueprint for developing a joined-up and intelligent whole school approach to behaviour. It is built around developing an inclusive culture and how this can positively address behaviour and social, emotional and mental health (SEMH) needs.
It looks at the different components of an inclusive behaviour culture, from the perspective of education leaders, school staff, families and carers to inform the most important perspective of all: what is it like to be a student at your school?
Challenging disempowering false assumptions that too easily lead to misguided practice, it explores the strategic vision and pragmatic application that can improve behaviour outcomes for all. From embracing accountability, to making new systems work and getting staff on board, this offers insightful and thought-provoking guidance to benefit everyone at your school, college or multi-academy trust.
It looks at the different components of an inclusive behaviour culture, from the perspective of education leaders, school staff, families and carers to inform the most important perspective of all: what is it like to be a student at your school?
Challenging disempowering false assumptions that too easily lead to misguided practice, it explores the strategic vision and pragmatic application that can improve behaviour outcomes for all. From embracing accountability, to making new systems work and getting staff on board, this offers insightful and thought-provoking guidance to benefit everyone at your school, college or multi-academy trust.
Contents
Chapter 1: “Same sh*t, different day”: Go easy on yourself
Chapter 1: “Same sh*t, different day”: Go easy on yourself
Chapter 2: “It was nothing like this when I started”: Perceptions of behaviour challenges in schools
Chapter 2: “It was nothing like this when I started”: Perceptions of behaviour challenges in schools
Chapter 3: “Why am I even bothering?”: Rediscovering your why
Chapter 3: “Why am I even bothering?”: Rediscovering your why
Chapter 4: “What is the benefit of doing this report?”: Walking your own path
Chapter 4: “What is the benefit of doing this report?”: Walking your own path
Chapter 5: “Every time I leave the office I get dragged into something”: Being visible or being present?
Chapter 5: “Every time I leave the office I get dragged into something”: Being visible or being present?
Chapter 6: “Does anyone even read the stuff we send out?”: Structures and systems to support behaviour
Chapter 6: “Does anyone even read the stuff we send out?”: Structures and systems to support behaviour
Chapter 7: “MFL are not going to like this”: Getting the staff on board
Chapter 7: “MFL are not going to like this”: Getting the staff on board
Chapter 8: “The problem with parents these days….”: Re-engaging families with education
Chapter 8: “The problem with parents these days….”: Re-engaging families with education
Chapter 9: “How did they even get on the roof?”: The use of physical intervention in mainstream education
Chapter 9: “How did they even get on the roof?”: The use of physical intervention in mainstream education
Chapter 10: “Where do I start?”: Creating a workable plan
Chapter 10: “Where do I start?”: Creating a workable plan
Chapter 11: “I haven’t got time for this”: Troubleshooting
Chapter 11: “I haven’t got time for this”: Troubleshooting
Description
From the bestselling author of "Miss, I don’t give a sh*t", this book offers school and college leaders a blueprint for developing a joined-up and intelligent whole school approach to behaviour. It is built around developing an inclusive culture and how this can positively address behaviour and social, emotional and mental health (SEMH) needs.
It looks at the different components of an inclusive behaviour culture, from the perspective of education leaders, school staff, families and carers to inform the most important perspective of all: what is it like to be a student at your school?
Challenging disempowering false assumptions that too easily lead to misguided practice, it explores the strategic vision and pragmatic application that can improve behaviour outcomes for all. From embracing accountability, to making new systems work and getting staff on board, this offers insightful and thought-provoking guidance to benefit everyone at your school, college or multi-academy trust.
It looks at the different components of an inclusive behaviour culture, from the perspective of education leaders, school staff, families and carers to inform the most important perspective of all: what is it like to be a student at your school?
Challenging disempowering false assumptions that too easily lead to misguided practice, it explores the strategic vision and pragmatic application that can improve behaviour outcomes for all. From embracing accountability, to making new systems work and getting staff on board, this offers insightful and thought-provoking guidance to benefit everyone at your school, college or multi-academy trust.
Contents
Chapter 1: “Same sh*t, different day”: Go easy on yourself
Chapter 1: “Same sh*t, different day”: Go easy on yourself
Chapter 2: “It was nothing like this when I started”: Perceptions of behaviour challenges in schools
Chapter 2: “It was nothing like this when I started”: Perceptions of behaviour challenges in schools
Chapter 3: “Why am I even bothering?”: Rediscovering your why
Chapter 3: “Why am I even bothering?”: Rediscovering your why
Chapter 4: “What is the benefit of doing this report?”: Walking your own path
Chapter 4: “What is the benefit of doing this report?”: Walking your own path
Chapter 5: “Every time I leave the office I get dragged into something”: Being visible or being present?
Chapter 5: “Every time I leave the office I get dragged into something”: Being visible or being present?
Chapter 6: “Does anyone even read the stuff we send out?”: Structures and systems to support behaviour
Chapter 6: “Does anyone even read the stuff we send out?”: Structures and systems to support behaviour
Chapter 7: “MFL are not going to like this”: Getting the staff on board
Chapter 7: “MFL are not going to like this”: Getting the staff on board
Chapter 8: “The problem with parents these days….”: Re-engaging families with education
Chapter 8: “The problem with parents these days….”: Re-engaging families with education
Chapter 9: “How did they even get on the roof?”: The use of physical intervention in mainstream education
Chapter 9: “How did they even get on the roof?”: The use of physical intervention in mainstream education
Chapter 10: “Where do I start?”: Creating a workable plan
Chapter 10: “Where do I start?”: Creating a workable plan
Chapter 11: “I haven’t got time for this”: Troubleshooting
Chapter 11: “I haven’t got time for this”: Troubleshooting
"SLT don't do anything"
Leading on behaviour and culture in schools
November 2026 | 176 pages | Sage UK
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 13/03/2026 | 9781036216146 | $36.00 |
| Hardcover | 13/03/2026 | 9781036216153 | $104.00 |
| 180 Day Ebook | 23/07/2026 | 9781036253684 | $21.00 |
| Lifetime | 23/07/2026 | 9781036253684 | $31.00 |
From the bestselling author of "Miss, I don’t give a sh*t", this book offers school and college leaders a blueprint for developing a joined-up and intelligent whole school approach to behaviour. It is built around developing an inclusive culture and how this can positively address behaviour and social, emotional and mental health (SEMH) needs.
It looks at the different components of an inclusive behaviour culture, from the perspective of education leaders, school staff, families and carers to inform the most important perspective of all: what is it like to be a student at your school?
Challenging disempowering false assumptions that too easily lead to misguided practice, it explores the strategic vision and pragmatic application that can improve behaviour outcomes for all. From embracing accountability, to making new systems work and getting staff on board, this offers insightful and thought-provoking guidance to benefit everyone at your school, college or multi-academy trust.
It looks at the different components of an inclusive behaviour culture, from the perspective of education leaders, school staff, families and carers to inform the most important perspective of all: what is it like to be a student at your school?
Challenging disempowering false assumptions that too easily lead to misguided practice, it explores the strategic vision and pragmatic application that can improve behaviour outcomes for all. From embracing accountability, to making new systems work and getting staff on board, this offers insightful and thought-provoking guidance to benefit everyone at your school, college or multi-academy trust.
Table Of Contents:
- Chapter 1: “Same sh*t, different day”: Go easy on yourself
- Chapter 2: “It was nothing like this when I started”: Perceptions of behaviour challenges in schools
- Chapter 3: “Why am I even bothering?”: Rediscovering your why
- Chapter 4: “What is the benefit of doing this report?”: Walking your own path
- Chapter 5: “Every time I leave the office I get dragged into something”: Being visible or being present?
- Chapter 6: “Does anyone even read the stuff we send out?”: Structures and systems to support behaviour
- Chapter 7: “MFL are not going to like this”: Getting the staff on board
- Chapter 8: “The problem with parents these days….”: Re-engaging families with education
- Chapter 9: “How did they even get on the roof?”: The use of physical intervention in mainstream education
- Chapter 10: “Where do I start?”: Creating a workable plan
- Chapter 11: “I haven’t got time for this”: Troubleshooting