4g. Supporting behaviour through everyday practice
This section builds on the recommendations outlined in Section 4f (Evidence-informed behaviour strategies) by exploring how these can be translated into everyday practice across the school day.
The examples provided are not intended as prescriptive solutions. Instead, they are designed to prompt reflection and support staff in identifying approaches that feel achievable and relevant. Schools are encouraged to adopt and adapt the ideas that best suit their setting, priorities and the needs of their pupils.
Task avoidance behaviours
Task avoidance can look like delaying the start of work, hiding under a table, making frequent requests to leave the classroom or seeming distracted. These behaviours can be better understood as an expression of difficulty rather than a lack of effort. There can be many reasons why a pupil avoids a task, for some it may be linked to anxiety or low confidence, while for others it may relate to concentration organisation or how the task is presented.
Universal ideas
Break tasks into smaller, manageable steps
Keep routines predictable and consistent
Offer choice within tasks to increase engagement
Give specific praise for effort and persistence
Use personalised scaffolds or checklists to guide independent work
Plan short adult check-ins at the start of lessons
Targeted ideas
Pre-teach key content to build confidence
Provide small-group support focused on self-regulation and task initiation
Where to look in the toolkit
Section 2d. Social, emotional and mental health (SEMH) needs
What patterns do you notice about when the pupil avoids starting tasks for example, certain subjects, times of day or after transitions?
Does the pupil show early signs of worry before the task begins, such as asking repeated questions, hesitating or seeking reassurance?
Could the length, level of challenge or presentation of the task be contributing to the avoidance?
How does the pupil respond when offered encouragement, reassurance or a smaller first step?
Are there strengths or interests you can draw on to increase engagement with less-preferred tasks?
Could this be signalling an unmet need (learning, communication, emotional, sensory or relational) and what further information might help to build understanding?
Conflict-related behaviours can look like arguments, raised voices, pushing or using threatening language. These behaviours are better understood as signs of difficulty managing emotions or relationships, rather than deliberate defiance. There can be many reasons why conflict arises; it may be linked to frustration, feelings of unfairness or challenges in social interactions.
Universal ideas
Model calm and respectful language in all interactions
Set and reinforce clear, consistent boundaries
Structure playground games to reduce opportunities for conflict
Teach and practise problem-solving and turn-taking in class routines
Use co-regulation strategies, considering where a child or young person may be on the arousal scale28 and drawing on tools like the window of tolerance29to help them manage strong feeling
Targeted ideas
Small group sessions to develop social and conflict-resolution skills
Use restorative conversations after incidents
Provide small group or one-to-one mentoring to support self-regulation
Where to look in the toolkit
Section 2d. Social, emotional and mental health (SEMH) needs
Are there early warning signs that this pupil shows before conflict occurs?
Are incidents of conflict for this pupil being recorded in a way that helps us see patterns over time?
Do staff feel confident in de-escalation and restorative practice or is further training or coaching needed?
Are there particular spaces, times or routines in our school where conflict is more common?
What opportunities are we giving pupils to practise conflict resolution skills in a safe, supported way, rather than only addressing incidents after they happen?
After a conflict, how is the pupil supported to reflect on what happened and to reconnect with others?
Useful links
NASUWT: Restorative Behaviour Guidance for teachers and leaders on using restorative approaches to support positive relationships and conflict resolution.
Guidance for Developing Relational Support Plans Practical guidance to help schools and colleges create tailored relational support plans that strengthen relationships and promote student wellbeing.
Emotional or dysregulated behaviours
Emotional or dysregulated behaviours happen when a pupil feels overwhelmed and struggles to manage their emotions in the moment. This might look like shouting, crying, refusing to move or withdrawing suddenly. These behaviours are signals that what is being asked of the pupil, or the environment around them, has become too difficult to cope with.
Universal ideas
Ensure every pupil has a supportive relationship with an adult
Provide calm spaces in class
Maintain consistent routines
Model regulation strategies
Use co-regulation strategies, considering where a child or young person may be on the arousal scale24 and drawing on tools like the window of tolerance25 to help them manage strong feeling
Build in regular movement or sensory breaks across the day.
Targeted ideas
Small group activities to support emotional regulation and coping skills
Collaborate with families to ensure strategies are consistent between home and school
Where to look in the toolkit
Section 2d. Social, emotional and mental health (SEMH) needs
Social and relational difficulties can show when a pupil finds it challenging to join in with others in positive ways. This might look like struggling to share or take turns, leaving others out of play, frequent disagreements or finding it hard to repair friendships after conflict. Some pupils may try to take control of games or avoid group play altogether. These behaviours are often signs that the child needs more support to develop the skills that help them build and sustain relationships.
Universal ideas
Teach and model sharing and turn-taking
Use class routines to practise co-operative play
Provide inclusive rules for playground games
Give regular, specific praise for positive peer interactions
Targeted ideas
Small-group activities to build co-operative and friendship skills.
Structured opportunities for pupils to practise repairing relationships after conflict.
Where to look in the toolkit
Section 2d. Social, emotional and mental health (SEMH) needs
Sometimes pupils show their worries through anxious or avoidant behaviours for example, hesitating to enter the classroom, staying close to adults or asking to go home. Some pupils may experience such high levels of anxiety and distress that attending school feels overwhelming. They are best understood as signals that something in the environment or routine feels hard to manage, whether that is worry, sensory sensitivities or difficulty with change.
Universal ideas
Offer warm welcomes and predictable starts to the day
Keep routines clear and consistent
Use a buddy system to provide peer support
Build in regular check-ins with a trusted adult
Targeted ideas
Small group or one-to-one support focused on building confidence and coping strategies
Structured group work to develop social and emotional skills in a safe space
Joint planning with families to reduce anxiety about school routines
Where to look in the toolkit
Section 2d. Social, emotional and mental health (SEMH) needs
Section 2f: What is trauma-informed practice?
Section 4a: Whole-school approach
Section 5b: Targeted support in school
Reflection questions:
Do patterns emerge around certain times, subjects or transitions when the pupil is more likely to avoid class?
Are there aspects of the classroom, timetable or expectations that may unintentionally increase this pupil’s anxiety?
How are we currently involving the family in understanding and reducing the pupil’s anxiety about school?
Could wider influences be impacting the pupil’s sense of safety and belonging?
Does this pupil have regular access to a trusted adult who can support them when emotions feel unmanageable?
Withdrawn or passive behaviours can look like sitting quietly, avoiding eye contact or not joining in with group activities. While some pupils may naturally prefer time alone, persistent withdrawal can signal that something feels hard to manage such as low confidence, loneliness or unmet emotional needs. These behaviours are best understood as ways of coping, rather than a lack of interest or ability.
Universal ideas
Pair with supportive peers to encourage inclusion and belonging
Creating a safe and predictable environment
Build emotional literacy through everyday discussion of feelings and experiences
Notice and praise small contributions to reinforce participation
Targeted ideas
Involve pupils in small group nurture activities
Use structured peer mentoring to reduce isolation and encourage connection
Where to look in the toolkit
Section 2d. Social, emotional and mental health (SEMH) needs
Section 2f: What is trauma-informed practice?
Section 4d: Inclusive practice and SEND
Section 5b: Targeted support
Reflection questions
Are there particular times or activities when this pupil is more likely to withdraw?
How might classroom routines, groupings or expectations be affecting their confidence?
What opportunities do we provide for this pupil to show their strengths in a safe way?
How might experiences beyond the classroom be shaping the pupil’s sense of safety, confidence and belonging in school?
Is withdrawal being noticed and recorded, or might it be going under the radar compared to more disruptive behaviours?
Sometimes pupils seek connection or recognition in ways that feel impulsive such as calling out, using humour to draw others in or finding it hard to settle after a burst of excitement. These behaviours are best seen as expressions of a need for relationship or support with self-regulation, rather than as deliberate disruption.
Universal ideas
Build clear and predictable turn-taking routines
Provide positive reinforcement for patience or waiting
Movement and sensory breaks
Build in structured opportunities for pupils to contribute positively
Targeted ideas
Create opportunities for pupils to work with a mentor or trusted adult
Social stories or scripts
Small group sessions on turn-taking, listening and using humour positively.
Where to look in the toolkit
Section 2d. Social, emotional and mental health (SEMH) needs
Section 4d: Inclusive practice and SEND
Section 4f: Evidence-informed strategies
Section 5c: Supporting specific needs
Reflection questions
Are there enough positive outlets in the day for the pupil’s energy and need for interaction?
Are there signs of restlessness or excitement before impulsive behaviours occur?
What opportunities do we provide for this pupil to show their strengths in a safe way?
Are there regular opportunities for structured positive peer interaction?
Could these behaviours be signalling an unmet need for connection or support with attention and focus?
What helps this pupil feel noticed and valued for their contributions?
Could wider influences beyond school be shaping how this pupil seeks connection or recognition?
Useful links
LGfL: Learning Through Movement An overview resource for teachers on the role of movement in learning, with guidance to support students who have additional needs.
ADHD Foundation A UK charity providing information, resources and training to support children, young people and adults with ADHD and other neurodevelopmental conditions.
Some pupils may show behaviours that are linked to how they process sensory information, such as covering their ears in noisy spaces, avoiding certain textures, rocking, fidgeting or finding it hard to remain seated. These behaviours can be ways of coping with sensory overload or under-stimulation
Universal ideas
Build movement and sensory breaks into the daily routine
Provide a variety of seating and resource options where possible
Use visual timetables and clear routines to reduce uncertainty
Targeted ideas
Nurture group sessions that incorporate sensory play and regulation activities
Incorporate sensory experiences such as weighted materials, textured resources or sound-based interventions to support regulation and communication
Seek specialist advice (e.g. occupational therapy) for pupils with significant needs
Where to look in the toolkit
Section 4d: Inclusive practice and SEND
Section 4c: Creating a welcoming and nurturing environment
Section 5c: Supporting specific needs
Section 6: Specialist approaches (where additional expertise is needed)
Reflection questions
Are there particular times, spaces or activities where this pupil shows signs of sensory overload?
What environmental adjustments could reduce sensory overload in classrooms and communal areas?
How are pupils’ voices included when identifying what helps them feel comfortable in different environments?
Are there resources or spaces pupils can access independently when they need to regulate?
Do staff recognise the difference between stimming/self-regulation and behaviours of concern?
Useful links
Autism Support Team | Southwark Local Offer Information and guidance on local support for autistic children and young people in Southwark, including advice for schools and families.
National Autistic Society: Sensory differences Information on how autistic individuals may experience the senses differently, with practical guidance to create supportive environments.
LGfL: Learning Through Movement An overview resource for teachers on the role of movement in learning, with guidance to support students who have additional needs.
NHS Tayside: Sensory checklist Checklist from the Children and Young People’s Occupational Therapy Service to identify sensory needs
Behaviours that may place a child at risk
Some behaviours can carry an immediate risk of harm. In these situations, the first priority is always the safety of the child and of others. Examples might include leaving the classroom or school site without permission, climbing furniture or structures in unsafe ways, self-harming (such as headbanging or biting), or play that has the potential to cause injury to themselves or others. With these behaviours, it is paramount that they are managed within the school’s safeguarding policies and procedures to ensure immediate safety and to reduce the risk of harm. Strategies should also be put in place to prevent incidents where possible, minimise risk when they occur and ensure the child and those around them are supported during and after the event.
Universal ideas
Build safe physical environments that minimise opportunities for risk
Develop clear routines and calm adult responses when behaviours may place a child at risk
Targeted ideas
Put in place individual risk assessments and safety plans, developed with input from staff, families and where appropriate, external professionals.
Ensure staff are trained in de-escalation and safe intervention techniques.
Where to look in the toolkit
Section 2d. Social, emotional and mental health (SEMH) needs
Section 2e: Understanding adversity and trauma
Section 4d: Inclusive practice and SEND
Section 3a: Recognising patterns, triggers and unmet needs
Section 5: Targeted approaches
Section 6: Specialist approaches
Reflection questions
Do all staff know the safeguarding procedures and how to escalate concerns?
Are risk assessments and safety plans in place for pupils who need them?
How is information about behaviours that may place a child at risk shared across the team to ensure consistency?
How are pupils supported in the aftermath of an incident to feel safe, understood and able to re-engage in learning?
What opportunities are there for staff and pupils to repair relationships following incidents?
Are follow-up plans in place to reduce the likelihood of recurrence (for example, adjustments, additional support, or changes to routines)?
As is common practice with many websites we use cookies, which are small files downloaded to your computer, used to improve your browsing experience. We recommend you leave on all cookies if you want to enjoy this website.
