Principal Behavior Support Newsletter Guide

How a school talks about behavior in its newsletters reveals how it actually thinks about behavior. Newsletters that lead with rules and consequences communicate one thing. Newsletters that lead with support and skill-building communicate another. Families who trust that the school is trying to help their child are more willing partners when behavioral concerns do arise.

Start with the philosophy, not the policy

Before covering what happens when students misbehave, explain what the school believes about behavior and discipline. If your school uses PBIS (Positive Behavioral Interventions and Supports), explain what that means in plain language. If you use restorative practices, describe what those look like.

Something like: "At [School Name], we approach behavior as a set of skills that students learn over time, not a measure of character. When students struggle behaviorally, our first question is: what skill is missing, and how do we teach it? This shapes how we respond to behavioral concerns and why our approach looks the way it does."

What the tiered support system looks like

Most schools have a tiered approach to behavior support, even if they do not call it MTSS. Describe what each tier looks like in practice:

Tier 1: What all students receive - classroom expectations, positive reinforcement, direct teaching of social-emotional skills, and consistent routines.

Tier 2: What students who need additional support receive - small group check-in/check-out programs, behavior plans, more frequent feedback loops between school and home.

Tier 3: What students with significant or persistent behavioral challenges receive - individualized behavior support plans, potential involvement of a school psychologist or outside specialist, closer collaboration with families.

What families can expect when concerns arise

Be specific about the communication process. When a behavioral concern is identified, who contacts the family and in what timeframe? What information will be shared? What will the school ask from the family? What is the family's role in any support plan?

Families who are surprised by a phone call about their child's behavior are often more reactive than families who were told in advance what the process looks like. The newsletter normalizes the conversation before it needs to happen.

How families can raise concerns

Give families a clear path if they have concerns about behavior at school. Whether it is their own child's behavior, how another student is affecting their child, or how the school is handling a situation, families deserve a straightforward way to communicate that concern.

Include a named contact (teacher first, then counselor, then principal as appropriate) with an email or phone number. A clear escalation path prevents families from going directly to the principal for concerns that could be resolved at the classroom level, while ensuring that serious concerns have a path to the right person.

The connection between behavior and wellbeing

Close with a brief acknowledgment that behavior challenges are often connected to something else: a learning challenge the school has not yet identified, stress at home, a social situation with peers, or a mental health concern. Framing behavioral concerns as information rather than character flaws helps families approach conversations with the school more openly.

"If your child is struggling behaviorally at school, there is almost always a reason. We want to find it together with you." That sentence changes the entire posture of what follows.