A practical EPV / CPD course supporting teachers and professionals to develop inclusive, preventative approaches to behaviour using evidence-based strategies and real classroom application.
A practical EPV / CPD course supporting teachers and professionals to develop inclusive, preventative approaches to behaviour using evidence-based strategies and real classroom application.
Course Title
Challenging Behaviour (Teacher Summer Courses) – Online
Course Level
Course Code
875
Accreditation Body
QQI
QQI Credits
Award Type
Complete
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This EPV Teacher Day / CPD course supports teachers and education professionals in developing inclusive, ethical, and preventative approaches to understanding and responding to behaviour in classroom settings. Grounded in established behavioural science, the course reframes behaviour as communication shaped by environment, relationships, and instructional clarity.
Participants will explore practical, classroom-ready strategies that promote engagement, reduce disruption, and support positive learning environments for all pupils, including those with additional needs, neurodiversity, and emotional regulation challenges. The course places a strong emphasis on proactive planning, reflective practice, and meaningful application within real educational contexts.
This course is designed for professionals working in education and related support services who wish to strengthen their approach to behaviour support in a practical and inclusive way.
It may be particularly suitable for:
Primary and post-primary teachers
Special education teachers and SEN coordinators
School leaders and support staff
Psychologists and educational support professionals
Occupational therapists working in school contexts
Early years educators and AIM support workers
Whether you are experienced in behaviour support or looking to build confidence in this area, this course provides structured, accessible learning that can be applied directly to your own setting.
Access to the Programme
The programme is designed to be accessible, practical, and relevant for busy professionals. It is delivered through a structured and supportive format that encourages active participation, reflection, and application.
Flexible learning elements, including online resources and guided activities, allow participants to engage with the course alongside their professional responsibilities
Entry Criteria
This course is open to individuals working in, or preparing to work in, relevant education, health, care, or support settings.
It may be particularly suitable for teachers, psychologists, occupational therapists, preschool educators, AIM support workers, SNAs, and related professionals.
Learners should have an interest in inclusive practice and behaviour support, along with a willingness to engage in reflective and practice-based learning. Current professional experience in an educational or support setting is beneficial but not essential.
English Language Requirements
Learners should have a good standard of English to participate fully in the course and engage with course materials.
If English is not your first language and you are unsure whether this course is suitable for you, please contact hello@forustraining.ie for guidance.
IT Skills and Equipment Required
Participants will need:
Basic computer literacy
Access to a laptop or desktop computer
A reliable internet connection
Ability to access videos, PDFs, and online learning materials
A modern web browser
Word processing software for completing tasks
For live or interactive sessions (where applicable):
Access to Zoom or equivalent platform
Working microphone and speakers/headset
Webcam (if required for participation)
Reasonable Accommodation
Forus Training is committed to supporting learners to participate as fully as possible in their course.
Learners who may need reasonable accommodation or additional support are encouraged to contact their Course Advisor as early as possible so that appropriate supports can be discussed.
This course is structured around practical, classroom-focused learning across key areas of behaviour support:
Understanding behaviour as communication
Environmental and instructional influences on behaviour
Introduction to the ABC (Antecedent–Behaviour–Consequence) framework
Structured observation and behaviour analysis
Designing proactive classroom routines and expectations
Reinforcement systems that support pupil dignity
Prompting and gradual fading strategies
Teaching replacement skills and supporting engagement
De-escalation and preventative approaches
Supporting pupils with additional needs and neurodiversity
School Self Evaluation (SSE) and behaviour improvement planning
Reflective practice and evaluation of impact
Participants engage with real-life case scenarios and adapt strategies to their own classroom or professional context.
Learning Outcomes
By the end of this course, participants will be able to:
Develop an understanding of key factors influencing behaviour in classroom settings
Use structured observation approaches, including the ABC framework
Identify triggers and maintaining factors associated with behaviour
Explore practical, inclusive strategies to support engagement and participation
Design behaviour support approaches aligned to pupil needs
Reflect on the impact of interventions within their own setting
Build confidence in applying preventative and ethical behaviour strategies
Engage with SSE processes to support continuous improvement
This course uses a practice-based, participation-focused approach rather than formal examinations.
Participants may engage in:
Reflective activities
Structured observation tasks
Practical strategy design
Discussion forums and peer engagement
Facilitators provide ongoing guidance, feedback, and support throughout the course. Feedback is focused on practical application, reflective thinking, and continuous improvement.
Learner Welfare
At Forus Training, we aim to create a positive, inclusive, and respectful learning environment.
Our team is available to support learners throughout their learning experience, and we encourage participants to reach out if they need guidance in relation to course participation, access, or learning support.
Supports for Learners with Disabilities and Specific Learning Difficulties
Forus Training is committed to inclusive learning. Supports may be available for learners with disabilities or specific learning difficulties.
Participants are encouraged to contact their Course Advisor to discuss individual needs so that appropriate supports can be explored.
Participants may complete structured tasks such as reflective activities, observation exercises, and practical planning assignments as part of their learning engagement.
Participants will receive confirmation of attendance or completion, where applicable.
This course may support your continuing professional development. Participants should check with their employer or professional body regarding specific CPD or EPV recognition requirements.
For current course fees and application details, please visit the Forus Training website or contact the team directly.
Places may be limited, so early application is recommended.
Terms and Conditions
Places are allocated on a first-come, first-served basis
Full payment or funder/employer approval is required before commencement
Cancellations must be made in writing
Fees are non-transferable unless otherwise stated
Course dates, times, or delivery arrangements may be updated if required
A minimum number of participants may be required for the course to proceed
After completing this course, learners may wish to continue their professional development through further short courses, specialist workshops, or advanced study in related areas such as inclusion, behaviour support, wellbeing, or educational practice.
