Behaviour is placing pressure on staff
Consider staff capacity, consistency, environment and systems rather than locating the problem solely within a child.
School leaders
Supporting behaviour means shaping the conditions around children and staff.
Move from individual behaviour management towards whole-school environments that support regulation, participation, relationships and sustainable practice.
Start with the question or situation that brought you here. You can explore without having to know the explanation first.
Start with what is happening
What brought you here?
Attendance has become a concern
Explore participation, safety, predictability, demand and the conditions associated with successful attendance.
Approaches vary widely between classrooms
Build shared principles while preserving professional judgement and individualised support.
Staff need practical regulation supports
Consider whole-school routines that support adult and student nervous systems across the day.
We want a more inclusive behaviour framework
Move from consequence-led responses towards understanding, formulation and environmental support.
We need change that can be sustained
Explore implementation, staff support, monitoring and gradual whole-school development.
A way through
Understanding before intervention.
- 01
Understand
Look beneath what you can see and begin with the whole person.
- 02
Explore
Consider the systems, experiences and conditions that may matter.
- 03
Consider
Bring the pieces together without assuming one explanation is the answer.
- 04
Find a way forward
Use understanding to guide supportive next steps and useful resources.
Explore
What might be relevant?
Different domains can interact. These are places to explore, not conclusions about the person.
Whole-school regulation
Create repeated conditions that support regulation across classrooms and transitions.
Environment
Treat physical, sensory, social, temporal and demand environments as part of support.
Staff support
Recognise adult capacity as part of the system surrounding children.
Participation & attendance
Examine what makes access to school and learning more or less possible.
Relationships
Build cultures where boundaries, trust, repair and respect coexist.
Implementation
Turn principles into routines that can survive real school pressures.
The person
Consider
No single piece necessarily explains behaviour.
Understanding develops when we consider how different conditions may interact for this person, in this context, at this time.
Possible contributors are hypotheses to explore, not conclusions about the person.
Find a way forward
Resources to help you understand more.
Educational information
These resources can help deepen understanding of what may be worth considering. They do not determine why a particular person is behaving in a particular way and do not replace individual clinical assessment, diagnosis, medical advice, safeguarding or other appropriately qualified professional support.