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3. Identifying Need

3a. Recognising patterns, triggers and unmet needs

As a member of staff, you spend more time with your pupils than almost anyone else. This regular contact puts you in a strong position to be among the first to notice when something starts to change.

These observations can help you identify possible triggers – things that make it more likely for a pupil to feel unsettled or behave in a way that’s difficult to manage. Some may be external, like noise, crowds, changes in routine or being asked to stop an activity. Others may be internal, such as hunger, worry, sensory sensitivities or difficulties with emotional regulation. In Southwark, where child poverty and food insecurity affect a significant number of families, hunger can be a particularly common and powerful trigger for dysregulation in primary-aged pupils.2 Taking time to notice and reflect on these patterns can be an important first step in understanding what

When trying to understand what might be driving a pupil’s behaviour, it may help to reflect on

  • When the behaviour tends to happen – is it linked to a certain time of day, subject or routine (e.g. before lunch, during transitions)?
  • Where it happens – in particular spaces or parts of the school?
  • Who/what is around – are there specific people, groups, activities or transitions that seem to make things harder?
  • What happens beforehand – are there early signs of frustration, tiredness, worry or overwhelm?
  • Frequency and context – does it happen often or only in certain situations?
  • Impact – is learning, safety or wellbeing affected for the pupil or for others?
  • Response to support – do current strategies reduce the behaviour or does it continue or escalate?
  • Signals of need – might environmental, relational or learning factors be contributing?