Behaviour in schools
Supporting behaviour in schools is a vital and complex aspect of educational life. The way children and young people behave is closely linked to their social and emotional development, and it shapes the wider school environment in powerful ways.
Behaviour influences learning, relationships, staff wellbeing, attendance and inclusion. When pupils feel safe, connected and understood, schools become places where everyone can engage and grow. When those needs aren't met, behaviour can communicate underlying stress, developmental needs or emotional distress, with effects that are felt throughout the school community.
Below, we explore the underlying drivers of behaviour in school settings, how a relational approach supports staff to respond effectively, and why embedding a social and emotional lens creates the conditions for every pupil to thrive.
The current picture: behaviour in schools is getting worse
Across the UK, educators are noticing a rise in behaviours that signal emotional overwhelm, unmet needs or difficulties with self-regulation.
More children and young people are arriving in school unable to manage the demands of the classroom environment, often as a result of adversity, sensory sensitivities, developmental vulnerabilities, or wider contextual pressures. National data reflects this:- Suspensions are at an all-time high with over half of permanent exclusions linked to behaviours described as persistently disruptive
- Pupils with special educational needs and disabilities (SEND) face four times higher rates of exclusion
- 1 in 5 teaching hours is being affected by disruption, placing pressure on both learning time and staff wellbeing
How one school transformed their approach to managing challenging behaviours
At Meridian High School in Croydon, supporting students’ social and emotional wellbeing hasn’t just improved attendance and behaviour - it’s helped break the cycle of generational poverty and opened up new possibilities for every young person.
- 17% improvement in overall student absence
- 15% drop in persistent absence
- A substantial uplift in positive behaviour - with an average 56-point rise per student
Meridian's success came from understanding that every student's emotional wellbeing directly affects their ability to learn.
What drives behaviour that's hard to manage?
There's no single reason why a child or young person might respond in ways that feel difficult to manage. Often behaviour reflects a complex interplay of emotional, relational and environmental factors. What can look like defiance, disengagement or disruption, is often the outward sign of an interal struggle, an attempt to communicate distress, gain control, or feel safe.
Some of the common underlying drivers include:
- Unmet emotional needs, including difficulty with self-regulation or expressing big feelings in safe, supported ways.
- Adverse childhood experiences (ACEs) such as trauma, neglect, separation or loss.
- Undiagnosed or unsupported special educational needs, such as autism, ADHD or speech, language and communication differences.
- Masking and internalised distress, particularly among neurodivergent pupils who may appear compliant while experiencing significant emotional discomfort.
- Environmental and relational stressors, including transitions, inconsistency or home-based pressures.
The Thrive Approach begins by looking beneath the behaviour. Instead of asking what's wrong with this child? We ask what's happening for this child? By exploring the emotional needs that may be driving behaviour, practitioners can build a clearer picture of the young person's inner world and respond in ways that develops trust, safety and growth.
Creating the conditions for positive behaviour
When we begin to understand behaviour as communication, we shift from managing behaviour to supporting emotional development. The Education Endowment Foundation (EEF) outlines six key principles that underpin effective behaviour approaches:
- Know and understand your pupils.
- Teach learning behaviours alongside academic content.
- Use classroom routines and relational strategies to support emotional safety.
- Keep approaches simple and embedded in everyday practice.
- Use targeted approaches to meet individual needs.
- Maintain consistency in relational stance and expectations.
(EEF Improving Behaviour in Schools Guidance)
At Thrive, we help schools put these principles into practice by embedding a whole-school or targeted intervention that supports behaviour through the lens of emotional wellbeing.
How Thrive supports behaviour through emotional development
Thrive's approach to behaviour starts with understanding what's driving it. It's an expression of emotional need, shaped by each child or young person's developmental journey, life experiences and relationships. Through training, practical tools and ongoing support, we give educators the confidence to recognise emotional needs and respond with curiosity and compassion rather than control or consequence, creating nurturing environments where every pupil can thrive.
Thrive Apprenticeships: Funded through the apprenticeship-levy (England educators only) our apprenticeships are a game-changer for educators ready to specialise in social and emotional wellbeing. These programmes empower you to make a real difference to children’s lives while gaining a prestigious Level 5 qualification, equivalent to a foundation degree or Higher National Diploma (HND).
Thrive Licensed Practitioner Courses: For those seeking a deeper exploration, our advanced Thrive Licensed Practitioner courses delve into the complexities of pupil behaviour and emotional wellbeing. These courses help practitioners support and improve the emotional wellbeing and resilience of the children they work with.
Thrive-Online: An innovative assessment and action planning tool
Thrive-Online is an award-winning software solution that helps schools adopt a whole-school or college approach to behaviour. With the tool you can assess pupils' social and emotional wellbeing and create tailored action plans to support them. By using Thrive-Online, schools can monitor progress, adjust strategies as needed, and achieve measurable improvements in pupil behaviour.
National study confirms Thrive's impact
Independent research by ImpactEd Group compared the performance of over 1,700 Thrive schools in England with national Department for Education data and the results are compelling:
27% fewer exclusions in Thrive schools than the national average.
Severe absence drops by 15% in schools that use Thrive, compared to those that don't.
Better staff wellbeing in Thrive schools than the national average.
Frequently Asked Questions
Challenging behaviour is often a sign of an unmet need. Before reacting, it’s important for teachers to pause and consider what might be driving that behaviour emotionally, socially or environmentally.
Once we understand the why, we can choose the right how.
Effective strategies might include:
- Building positive relationships so pupils feel safe, seen and supported
- Setting clear expectations and routines that reduce anxiety and uncertainty
- Using non-verbal cues and calm, consistent responses to de-escalate situations.
- Emotion coaching, helping children name and regulate feelings rather than act them out.
- Time-in instead of time-out, offering connection and co-regulation in moments of distress
There are many more practical strategies schools can explore.
There’s no single cause, but many schools are seeing a rise in disruptive behaviour linked to a mix of emotional, social and environmental pressures.
Since the pandemic, more children are struggling with emotional regulation, anxiety, and gaps in social development. Factors like increased screen time, disrupted routines, reduced access to support services, attendance issues, and wider family stress can all play a part.
Two out of three teachers, school leaders, and classroom staff report that pupils' behaviour has worsened since COVID-19 (DFE)
In the classroom, these challenges often show up as low-level disruption, defiance, emotional outbursts or complete withdrawal. And when staff are under pressure too, it becomes harder to respond with curiosity and care rather than just control.
That’s why a relational, emotionally informed approach to behaviour support is more important than ever - helping staff understand what’s driving behaviour, not just managing the surface-level symptoms.