Due to the increasing complexity of the world and society, and the rise of economic and social difficulties, those in charge of education are facing new tensions that affect both adults and children, and particularly affect disadvantaged families and neighbourhoods.
These tensions result in a deterioration of the educational link and the school climate, and a rise in violence and school dropout, correlated with territorial inequalities.
We propose to adult educators new methods and knowledge on human functioning, to enable them to get out of situations linked to behavioural automatisms, sources of conflict, misunderstanding and failure, so that they can interact positively with the children they accompany.
We believe that providing a framework for reading behaviour, common to all members of an educational community, is the most effective way of discussing and resolving problems and improving the way people live together in education.
The Neurocognitive and Behavioural Approach, theorised and developed over the last thirty years, offers a grid for understanding behaviour and encourages the resolution of relational, emotional and cognitive problems, thanks to the use of "adaptive intelligence".
This approach allows for the best possible action in educational situations by using the tools and methods that are proposed through training, workshops and conferences, in order to:
-create the right conditions for learning and a fulfilling education;
-and facilitate the acquisition of psychosocial and emotional skills.
Objective
To promote the development of children and to develop the well-being and effectiveness of teachers and educators. To contribute to the evolution of the behaviours of educational actors by using the resources of social-emotional skills and our adaptive intelligence, both inside and outside the school.
Target age group
Priority for adult educators
About you
The association Savoir-Être à l'école was created in France at the end of 2014 by the founder of the Belgian association Learn to Be, which has been active in Belgium since 2007, in order to disseminate the contributions of the Neurocognitive and Behavioural Approach to education.
Additional info
Training adult educators in the understanding of behaviours and the use of adaptive intelligence improves the well-being of educators and their educational relationship with children, and has a positive impact on the educational conditions of all children accompanied by each adult.
These trainings that promote the knowledge and use of adaptive intelligence facilitate the prevention of violence and ill-being in schools and in society, and help to face the social and environmental challenges of our time.
We evaluate learner satisfaction after each course.
In 2021, at the end of the school courses carried out for the National Education, we received a score of 9.43 out of 10 for the question "Would you recommend this training to a colleague?" and many appreciations such as this one: "This is the most interesting and usable training I have attended in 20 years of teaching".
Savoir-être à l'école 
Due to the increasing complexity of the world and society, and the rise of economic and social difficulties, those in charge of education are facing new tensions that affect both adults and children, and particularly affect disadvantaged families and neighbourhoods.
These tensions result in a deterioration of the educational link and the school climate, and a rise in violence and school dropout, correlated with territorial inequalities.
We propose to adult educators new methods and knowledge on human functioning, to enable them to get out of situations linked to behavioural automatisms, sources of conflict, misunderstanding and failure, so that they can interact positively with the children they accompany.
We believe that providing a framework for reading behaviour, common to all members of an educational community, is the most effective way of discussing and resolving problems and improving the way people live together in education.
The Neurocognitive and Behavioural Approach, theorised and developed over the last thirty years, offers a grid for understanding behaviour and encourages the resolution of relational, emotional and cognitive problems, thanks to the use of "adaptive intelligence".
This approach allows for the best possible action in educational situations by using the tools and methods that are proposed through training, workshops and conferences, in order to:
-create the right conditions for learning and a fulfilling education;
-and facilitate the acquisition of psychosocial and emotional skills.