BELTS observation tool 

BELTS is an acronym for behavior, emotions, learning, thoughts, and social relationships.  
This tool is a template for gathering and documenting information and observations about a child or
young person, and your particular concerns.  
Observations should: 
 focus only on what you actually see and hear, rather than what you think about a child or young
person’s behaviors, emotions and thoughts 
 take note of when, where and how often a child or young person is showing a particular
behavior or emotion 
 notice what makes the child or young person’s experience worse and what makes it better 
 record how long the behavior or emotion occurs (for example, if you’re concerned about a child
or young person’s outbursts, take note of how long they last) 
 notice what happens before and after the behavior that is a concern 
 be recorded by different people and in different situations during the day. 
This template also provides a space to reflect on a child or young person’s experiences.  
It allows you to note their thoughts about a situation, and any other additional information that could be
playing a role in their behavior or mood. 

DETAILS
Student Name: Tim Smythe Date of Observation: 4/1/22
Grade: 4
Strengths:

Tim is attentive in class. His focus is on the teacher during lectures, and he works to engage with his
study group. He is also an avid reader. Tim is eager to please and seems driven to succeed
academically.

Concerns:

Tim is having outbursts in the classroom. He appears isolated from his peers and is struggling to
cooperate with peers in group work. He throws items such as pencil cases and pencils during his
outbursts.
 Student Profile
Behaviors Emotions Learning Thoughts Social
Relationships
What is the What is or might What learning What is or might What social areas
student doing? the student being areas are being the student being are being
feeling? affected? thinking? affected?
He might be Tim’s ability to That the other Tim’s ability to
Shouting at other feeling frustration learn students are not interact with his
students during at the situation collaboratively listening to him, peers and form
group and possibly at his and develop he is not getting bonds is being
assignments. peers. social skills. his turn to affected.
contribute. This
could be
particularly
upsetting when
Tim clearly
displays a desire
to succeed
academically.

Self isolating As a shy child, Tim Tim’s ability to As something of a As with his other
during time may be feeling learn perfectionist, Tim behavior, Tim’s
meant to be spent awkward or collaboratively may think that he ability to interact
with peers (i.e. uncertain about and develop would prefer to with his peers and
recess and lunch) how to interact social skills is also spend time on form bonds is
with his peers and impacted by this tasks that he being affected.
make friends. behavior. excels at, such as
reading. The
uncertainty
around his
interactions with
peers could cause
him to think he is
poor at it.
 Pervasiveness
Who is present at the time? Staff? Family members? Other students?

During his outbursts in the classroom, his teacher and other students are present. His teacher, librarian, and
parents have observed and remarked on his habit of isolation.

Where do these events/concerns occur? (one setting, multiple settings)

The outbursts occur during the school day. However, Tim’s habit of isolation appears to occur both in and out of
the school.

When do they occur? What times of the day? What happens before and after the occurrences?

Before an outburst, Tim shows signs of frustration around not correctly answering a question during class. He
shows further signs of frustration when trying to communicate with his peers and not appearing to be heard. These
outbursts also occur after Tim’s workspace is disturbed, or if he does not perform on an assignment up to his own
expectations. After intervention during outbursts over group work, Tim can be redirected to focus back on the
assignment.

Academic/Behavioral Strengths/Needs
Student’s Academic Strengths:

Tim is a strong reader. He enjoys reading during class as well as during his free time. He is clearly engaged with the
material and is eager to learn.

Student’s Academic Needs:

Tim struggles to work with other students on group projects. He is also very fixated not only on keeping his work
area neat, but also on the perfection of his grades. It causes him distress when he does not perform the way he
seems to think he should. Both of these factors appear to lead to his outbursts.

How much does the behavior have an impact on the student or others around them?

Tim’s behavior appears to make him self-conscious. He seems aware that this is inappropriate behavior. It does not
help his already present shyness and could alienate him from his peers. Tim’s behavior also has negative impact on
the learning of the other students in the class.

Your Feelings
How does this situation make you feel? What additional supports would you need?

It is difficult to watch Tim struggle. Support from more experienced teachers is definitely needed. It would be
beneficial to speak with teachers who have supported students with similar struggles to Tim’s. It also may be
helpful to seek the advice of a special education teacher or other professional who could have further insight into
Tim’s behavior.

What have others noticed about this student?

The librarian has also noticed that Tim seems very isolated. He spends most of his lunches reading in the library
rather than engaging with peers. His parents have also expressed concerns about Tim being isolated and spending
his free time on his own.

Strategies
What strategies have been tried with the student? Who implemented these strategies? What was the outcome?

One on one conversation has been implemented by Tim’s teacher to discuss his outbursts in the classroom and
outside during recess. Tim seems willing to work on his behavior with prompting. Still, he will clearly need further
support.

Other Factors
What cultural or socio-economic factors might be playing a role in this situation? Have there been any changes in
the student’s life within school or home?

There do not appear to be any recent changes in Tim’s school life. However, he just began 4 th grade six weeks
prior. It is possible he is having trouble adjusting to that change. His family appears to be middle class with a
mother and father who are engaged in his life. It was mentioned that his parents are short on time to take him to
activities such as sports.

Other Notes