VBSO: Veteran behavioural support officer

STRUCTURE. STABILITY. CONSISTENCY. PROGRESS.  

At Veteran Education Group (VEG), we believe every child and young person deserves the opportunity to succeed, regardless of their background, individual circumstances or the challenges they may face.

Our Inclusion & Behaviour Support Officers combine the leadership, discipline, resilience and professionalism developed through service in the British Armed Forces with a compassionate, relationship-led approach to education.

Working alongside teachers, teaching assistants, pastoral teams and school leaders, our officers help establish clear routines, reinforce positive behaviour, improve engagement and create supportive learning environments where pupils feel safe, valued and ready to learn.

We recognise that behaviour is often a form of communication and that meaningful progress begins with understanding the individual needs of each pupil.

Our ambition is simple: to help schools move beyond managing behaviour towards understanding its causes, developing positive attitudes and achieving lasting progress.

A dedicated Inclusion & Behaviour Support Officer provides a consistent, positive adult presence, delivering targeted support and helping schools respond proactively to pupils' individual needs.

• Reduced Classroom Disruption

• Improved Attendance & Engagement

• Stronger Behaviour Support

• Additional Support for Teaching Staff

• Reduced Risk of Suspension

• Enhanced Support for Pupils with SEND and SEMH Needs

• Successful Reintegration into Education

• Greater Accountability & Measurable Progress

· STRUCTURE: Creating predictable routines, clear expectations and purposeful activities that help pupils feel secure, understand boundaries and prepare themselves for learning.

· STABILITY: Providing reliable, positive adult role models who establish trust, build meaningful relationships and offer consistent guidance throughout the school day.

· CONSISTENCY: Reinforcing positive habits through dependable relationships, clear communication, fair expectations and a joined-up approach with school staff.

· RESILIENCE: Helping pupils develop perseverance, emotional regulation, coping strategies and the confidence to approach challenges with a positive mindset.

· ACCOUNTABILITY: Encouraging pupils to take responsibility for their decisions, understand the impact of their actions, reflect on their behaviour and demonstrate respect towards themselves and others.

· PROGRESSION: Working towards meaningful, individualised outcomes, including improvements in confidence, behaviour, attendance, communication, academic engagement and successful reintegration.

Dedicated Inclusion Centre Staffing

On-Site Behaviour Support Officers

Teamwork & Leadership

Targeted 1:1 & Small-Group Interventions

Military-Inspired Practical Learning & Curriculum Enrichment

Physical Training & Healthy Living

Survival Skills & Bushcraft

British Values & Personal Development

STEM & Practical Problem-Solving

Life Skills & Personal Responsibility

Reintegration & Transition Support

Monitoring, Reporting & Communication

Armed Forces Experience. Positive Role Models. Purpose-Driven Education.

Our military backgrounds provide a distinctive foundation in leadership, communication, teamwork, resilience, professionalism and maintaining composure under pressure.

We adapt the positive values developed through military service to create structured, compassionate and inclusive learning experiences.

We understand that challenging behaviour may be linked to unmet needs, anxiety, trauma, communication difficulties, additional learning needs or wider personal circumstances.

Rather than focusing solely on the behaviour being displayed, our officers aim to understand the individual, establish trust and provide opportunities for positive change.

A successful inclusion provision should never simply be somewhere pupils are sent when things go wrong.

It should be an environment where positive change begins.

At Veteran Education Group, we believe every child deserves to feel valued, supported and capable of achieving something meaningful.

Through positive role models, structured routines, practical learning and consistent encouragement, we aim to help pupils reconnect with education, recognise their own potential and develop the personal attributes needed to succeed.

We want to transform:

• Disengagement into participation.
• Challenging behaviour into opportunities for personal development.
• Low confidence into self-belief.
• Daily structure into lasting progress.

Most importantly, we want young people to understand that their current circumstances do not have to define their future.