In this blog, we’ll delve into the need for a new narrative on behaviour, the importance of understanding students’ experiences, and actionable strategies to create a positive, inclusive school environment.
School leaders, teachers, and staff are increasingly recognising that behaviour management goes beyond enforcing policies and issuing consequences. We are shifting towards a holistic approach that considers each student’s context and the underlying reasons for their behaviour. This transformation from traditional disciplinary methods to a more empathetic, relational approach – being “curious, not furious” – is driving a culture of respect, responsibility, and support in schools.
In this blog, we’ll delve into the need for a new narrative on behaviour, the importance of understanding students’ experiences, and actionable strategies to create a positive, inclusive school environment. Let’s start by exploring why traditional behaviour management policies often fall short and how schools can foster cultures where students and staff flourish together.
The Problem with Traditional Behaviour Policies
While policies are necessary for setting behavioural expectations, they sometimes rely too heavily on enforcing rules rather than understanding the root causes of behaviour. Government guidelines, such as the Department for Education’s recent updates, emphasize “good behaviour” as central to education and student success. However, some schools interpret this guidance in ways that prioritise order over empathy, with policies that can feel authoritarian and punitive.
The language used in many traditional behaviour policies – like “disruption is not tolerated” or “intimidation is unacceptable” – while necessary, can unintentionally encourage a reactive approach to behaviour management. Such language risks portraying students as problems to be managed rather than individuals with unique challenges and needs. Schools can inadvertently create an environment that discourages open communication and stifles positive interactions between students and staff.
Behaviour is More Than Compliance
The question we must ask ourselves is: Do we want students who simply comply, or do we want students who understand and internalise positive behaviours? Schools that focus solely on compliance often fail to address the real issues students face. Behaviour is not merely a set of expectations but a reflection of students’ experiences, emotions, and the environments they encounter daily.
Consider this comparison:
Steven, a student who starts his day with a supportive family, nutritious meals, and structured routines, feels secure and motivated when he arrives at school.
MJ, on the other hand, wakes up in an unstable household, with no breakfast, and a challenging commute. He arrives at school already feeling exhausted, hungry, and disengaged.
Steven’s behaviour is often easier to manage, while MJ might exhibit frustration, inattentiveness, or defiance. Traditional policies may label MJ as “disruptive,” overlooking his unmet needs and the lack of support in his life. By shifting our focus from control to understanding, we can transform schools into environments where every student can thrive.
Why ‘Be Curious, Not Furious’ is Transformative
A “Be Curious, Not Furious” approach encourages teachers to look beyond surface-level behaviours and explore underlying causes. This mindset fosters patience and empathy, prompting teachers and staff to ask questions like:
- What might this student be experiencing outside of school?
- Are there unmet emotional or physical needs influencing this behaviour?
- How can we create a supportive environment for this student?
Being curious involves understanding behaviour as part of a broader context, where factors like family dynamics, mental health, and social influences play significant roles. Curiosity, combined with structure, helps students learn that they are part of a supportive community where expectations are clear but also fair and compassionate.
Building a School-Wide Vision for Positive Behaviour
Creating a culture of curiosity and empathy requires a school-wide commitment to changing the narrative on behaviour. Here are some strategies for embedding this vision:
- Develop a Clear Vision Aligned with School Values
A vision for behaviour should reflect the core values of respect, responsibility, and empathy. Leaders should communicate these values consistently and involve staff, students, and families in discussions about what positive behaviour looks like.
- Prioritise Relationship-Building
Building relationships is foundational to behaviour management. Teachers, leaders, and support staff should actively seek to understand each student’s unique needs and challenges. This connection lays the groundwork for mutual respect and cooperation.
- Model Positive Behaviour
School leaders and teachers play a critical role in modelling the behaviour they expect from students. By demonstrating patience, respect, and emotional intelligence, staff can inspire students to emulate these behaviours.
- Embrace Consistent and Fair Responses to Behaviour
Consistency is key to effective behaviour management. When responses to behaviour are predictable and fair, students feel secure in their environment and understand the boundaries within which they are expected to operate.
- Implement Proactive, Preventative Strategies
Rather than waiting for behaviour issues to arise, proactive strategies – like check-ins with students, structured routines, and positive reinforcement – can prevent minor issues from escalating. A proactive approach emphasises growth and improvement over punishment.
A Shift from Reactive to Proactive: Understanding Consequences, Not Just Punishments
An essential aspect of shifting the behaviour management narrative is rethinking consequences. Consequences should be learning experiences rather than punitive measures. This involves creating an environment where students are encouraged to reflect on their actions and understand the impact of their behaviour on others.
For instance, instead of issuing detention to a student for being unprepared for class, a teacher might have a one-on-one conversation to uncover why they struggled to bring the right materials. Perhaps the student lacks organisational support at home or has unmet learning needs. By addressing these underlying issues, teachers can help students develop skills to avoid repeating negative behaviours.
Evaluating Impact: The Role of Real-Time Data and School Improvement Tools
As schools work towards a positive behaviour culture, it’s essential to assess the effectiveness of their strategies. Real-time data collection and evaluation can help schools measure progress, track behavioural improvements, and identify areas needing further support. This data-driven approach can also help staff stay aligned on school-wide goals and ensure consistent application of behaviour management practices.
Evaluate-Ed offers tools to support schools in tracking and analysing behaviour data in real-time, making it easier to monitor progress and ensure that strategies are effective and adaptive. With Evaluate-Ed’s insights, schools can maintain transparency and accountability, providing staff, governors, and stakeholders with a clear view of behaviour management success.
