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3. Identifying Need

3b. Behaviour in practice: common school realities

The behaviours outlined here are not unusual in school life. Many pupils will show some of them at different times, especially when they feel tired, anxious or unsettled. In many cases these are short-lived and can be supported through everyday classroom strategies.

This section is designed as a reference. It groups common behaviours into categories to help staff:

  • recognise what they are seeing in the classroom,
  • reflect on possible patterns, and
  • plan proportionate, supportive responses.

The examples listed are not meant as labels, but as signals of need that can be shaped by different circumstances.

Category

Examples

Behaviours that interrupt learning

Calling or shouting out; talking over peers or teacher; constantly out of seat; interrupting; refusing instructions; making noises; throwing objects

Task avoidance behaviours

Delaying starting or completing work; going under table or leaving seat; damaging or scribbling on work; frequent requests to leave the room (e.g. for toilet, drink); appearing disengaged or distracted

Conflict-related behaviours

Hitting, kicking, biting or spitting; pushing or shoving peers; throwing items towards others; using raised voice or strong language; speaking to others in a threatening way

Emotional or dysregulated responses

Frequent crying; strong outbursts of anger; lying on floor or refusing to move; intense reaction to perceived minor incidents; suddenly becoming quiet or withdrawn

Social and relational difficulties

Struggling to share or take turns; leaving others out of play; frequent disagreements with peers; difficulties resolving conflict calmly; taking control of games; finding it hard to build or maintain friendships

Anxious or avoidant responses

Staying very close to adults; hesitating or refusing to enter classroom; hiding or leaving the room suddenly; frequent requests to go home; becoming distressed when routines change; repeatedly asking for reassurance

Withdrawn or passive behaviours

Speaking very little or remaining silent in groups; avoiding eye contact; not joining group activities; spending playtime alone; low engagement in activities despite ability; being compliant but overlooked

Impulsive or connection-seeking behaviours

Answering before being called; using humour or silliness to get attention; frequently seeking adult approval; becoming over-excited and struggling to settle; interrupting group activities

Sensory-related behaviours

Covering ears in noisy spaces; avoiding certain textures (clothing, food, resources); rocking, fidgeting or stimming; finding it hard to remain seated; showing distress in crowded or busy settings

Behaviours that may place a child at risk

Leaving classroom or school grounds without permission; climbing furniture or structures unsafely; harming self (e.g. headbanging, biting); engaging in play that may cause injury (e.g. throwing stones, climbing high objects)

When patterns of behaviour begin to affect a child’s learning, wellbeing or relationships, it’s a sign that the current strategies aren’t meeting their needs. At this point, further support may be needed through targeted or specialist strategies, working with families and, where relevant, external professionals.

Understanding these everyday realities provides a foundation for the next section, which explores evidence-informed approaches to supporting positive behaviour and responding when difficulties arise.

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