Building Behaviour Strategy Systems that Work - Together
Every child’s behaviour tells a story. But too often, schools are left to interpret that story alone, without joined-up systems, shared language, or the capacity to intervene early. The Mind Path Navigator Framework helps schools bridge that gap. It’s an evidence-informed model inspired by the UK’s Early Help and CAMHS Tier 2 & 3 structures, designed to identify need early, stabilise behaviour through collaborative planning, and align every adult around the child’s pathway of support.
Our Tiered System of Support
The Navigator Framework works across three tiers, ensuring schools can provide the right level of support at the right time, without over medicalising or under responding.
Tier 1: The Foundation Pathway
Behaviour change begins with consistency, clarity, and confidence.
Our Tier 1 offer provides whole school and parent facing training that helps staff and families understand behaviour as communication, not defiance.
Tier 1 Modules
(All content is bespoke to your school’s phase and priorities.)
- School Climate Review
A comprehensive diagnostic of your school’s behavioural culture, analysing triggers, routines, communication patterns, and staff wellbeing. - Positive Practice Toolkit
A series of training sessions for teaching and support staff on implementing proactive behaviour strategies, regulation spaces, and predictable systems. - Effective Communication for Behaviour
Builds verbal and non-verbal strategies for de-escalation, boundary-setting, and emotional safety — applicable across classrooms, corridors, and home-school communication. - Parent Collaboration Workshop
Delivered jointly to parents and staff to create shared understanding of behavioural triggers and co-regulation strategies. This alignment is what allows the child’s support plan to work beyond the classroom.
Outcome Indicators:
Reduction in low-level disruption
Increase in teacher confidence and classroom control
Greater parent participation in school-based interventions
Improved student self-regulation and attendance
Tier 2: The Guided Pathway
Some children require more than classroom adjustments.
Tier 2 provides targeted, time-limited behaviour intervention that connects school, home, and any external professionals under one plan, preventing escalation and ensuring accountability.
Structure
- Referral: School identifies early concerns and completes a Navigator referral form.
- Assessment: The Mind Path team conducts a PATHWAYS Assessment, observing behaviour where it’s most prevalent home, school, or both.
- Plan: A 12-week intervention plan is co-produced with parents and teachers.
- Reviews: Joint progress reviews take place at Weeks 6 and 10, measuring outcomes and refining strategy.
Core Components
Functional Behaviour Analysis: Understanding the “why” behind the behaviour, triggers, reinforcement, and unmet needs.
Integrated Family Coaching: Parents receive structured sessions that align directly with school strategies.
Classroom Support Consultation: Teachers are supported to adapt environmental and relational factors without blame or burnout.
Multi-Agency Coordination: Where relevant, other professionals (SEN, Counsellors, SLT) are looped in under one shared plan.
Outcome Indicators:
- Reduction in behavioural referrals or exclusions
- Improved home/school relationships
- Consistent use of regulation and reinforcement strategies
- Observable gains in emotional literacy and self-regulation
Tier 3: The Transition Pathway
When risk or complexity exceeds the Mind Path Navigator scope, we ensure safe and informed escalation.
This may include referral to DHA-registered clinical or medical services for assessment or therapy.
Mind Path’s role is to bridge the transition, providing structured handover documentation, baseline data from the PATHWAYS assessment, and communication summaries for continuity of care as well as co-ordination with all services invovled with the child.
We also support transition back into community services to ensure that families and schools are fully supported throughout the whole process.
This ensures no child “falls through the gap” while waiting for specialist support.