About this tool
The BETLS Observation Tool can be used to gather and document information and observations about a child or young person, and any particular concerns.
BETLS stands for Behaviour, Emotions, Thoughts, Learning and Social relationships.
BETLS Observation Tool (380.3 KB, PDF)
When should you use this tool?
You can use this tool if you have noticed changes in a child or young person’s behaviour and have concerns about their wellbeing. It can support you to be curious about what is behind the behaviour, rather than focusing on responding to the behaviour alone.
This tool can also be used to understand adaptive or positive behaviours, for example, if a learning experience or strategy has worked well.
Behaviour is a form of communication for children and young people. Different situations can challenge their capacity to process information, such as emotions, social signals and sensory stimuli. In these situations, their body and brain may have to work harder to keep them in a balanced or ‘regulated’ state.
When a child or young person’s brain and body are overwhelmed, this can result in behaviours that can be challenging to manage.
Remember, it’s not your role to diagnose mental health or neurodevelopmental conditions – this can only be done by an appropriate professional. However, it is within your role to notice changes in mood or behaviour, understand when to be concerned, and provide appropriate support.
Recording observations can help you avoid making assumptions about the child or young person based on their behaviour, and instead to consider factors that may be influencing it. It can also support you to discuss your concerns with the child or young person, your colleagues, wellbeing staff, and family members.
How do you use this tool?
When recording observations:
- Focus only on what you see and hear, rather than what you think about the child or young person’s behaviours, emotions and thoughts.
- Take note of when, where and how often a child or young person’s behaviour changes and what the surrounding environment was like at the time.
- Notice changes to a child or young person’s self-reported thoughts, emotions or experience and if or how these self-reports change in response to their environment. It’s important to recognise that not all children or young people will have the capacity or ability to self-report.
- Record how long the behaviour or perceived emotion occurs. For example, if you are concerned about a child or young person’s externalising behaviour, take note of how long they last.
- Notice what happens immediately before and after the behaviour.
- Use this tool with multiple relevant people (such as fellow educators working with the child or young person) in different situations during the day.
Mental Health Continuum
Using the BETLS Observation Tool with the Mental Health Continuum can help you consider strategies that may support the child or young person within your setting.
These tools can support consideration of whether a child or young person, in partnership with their family or caregivers, may benefit from additional or tailored support.
Remember to always follow your learning community’s policies and processes, including maintaining the child’s privacy and confidentiality when discussing any concerns with leadership or your wellbeing team.
Learn more
You can learn more about noticing changes in behaviour in the Early Support domain of Be You Professional Learning. This domain also covers how to have sensitive conversations and recommend additional supports.
