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2. Understanding Behaviour

2b. The interconnected nature of behaviour

For some young people, behaviour reflects a mix of overlapping influences: the impact of trauma, complex social scripts or needs that are recognised but do not  meet the threshold for clinical intervention. This group represents a significant proportion of pupils in most schools. Some examples of what this might look like include:

  • a pupil with recognised sensory processing difficulties who has also experienced increased anxiety since the pandemic
  • a pupil with recognised social communication difficulties who is also navigating recent bereavement
  • a child with identified speech and language needs who has also experienced instability linked to temporary housing
  • a pupil with suspected autism who is also adjusting after displacement and resettlement in a new country
  • a child with dyslexia who is also coping with the emotional impact of domestic conflict at home
  • a child on the SEN register for SEMH who has also experienced early trauma and adoption

Because these influences are interconnected, staff may see behaviour that is persistent, complex and not easily resolved through classroom strategies alone. Recognising this helps schools to plan proportionate support rather than waiting for behaviour to escalate into crisis.