All children are prone to emotional outbursts and tantrums from time to time. Whether they’re overwhelmed, over-tired or frightened, their emotional immaturity makes it virtually impossible for them to perfectly handle challenging situations that are beyond their capability. Yet, we set the bar very highly for our expectation of how children should behave - especially in the classroom. There’s no doubt that our expectation for children to behave in school comes from a positive place, after all, if a large class of children are all calm and focused on their task, they’re far more likely to learn successfully.

For countless years, schools have handed out praise and rewards for ‘good’ behaviour and sanctions for ‘bad’ behaviour.  However, any teacher will tell you that the chances of every lesson being taught without an element of challenging behaviour are slim to none! And any good teacher knows, digging down to find the reason behind disruptive behaviour goes a long way to understanding and even resolving the problem in the long run. In this training article, we are going to explore what challenging behaviour can look like in schools and why it’s vital to understand the possible causes.

What is Disruptive Behaviour?

There are many ways that children might disrupt the classroom. Some we call ‘low-level’ disruptive behaviour which usually means a frequent amount of incidents that on their own, probably wouldn’t draw too much attention. For example, a pupil checking their phone repeatedly in class and discreetly showing something to a classmate. Low-level disruptive behaviour may not seem like it causes much harm to the learning environment but it can actually have a significant impact on the quality of learning.

More obvious forms of disruptive behaviour can include:

• Aggressive behaviour, either towards another pupil or to any adults working in the classroom. 

• Non-Cooperative behaviour, such as a refusal to complete the learning, excessive toilet breaks, not giving the teacher their attention and talking to other pupils.

• Disrespectful behaviour, such as rude facial expressions or speech, rule-breaking and not asking for permission.

All forms of disruptive behaviour have one thing in common: they affect the quality of the learning. If time can be spent understanding the root causes of disruptive behaviour, all children could benefit from a more positive and successful learning environment.

What Causes Disruptive Behaviour?

We know that behaviour is a form of communication, so understanding the underlying reasons for why a pupil is presenting disruptive behaviour is a step closer to understanding them as an individual.

Oppositional Defiant Disorder (ODD):

One common diagnosis associated with disruptive behaviour is Oppositional Defiant Disorder (ODD). Children diagnosed with ODD often display patterns of negativity, hostility, and defiance towards authority figures, such as teachers and parents, and rules. However, it's imperative to recognise that ODD is not just a display of intentional defiance but may stem from underlying emotional dysregulation or unmet needs for autonomy and control.

Anxiety Disorders:

Anxiety disorders can manifest in various forms, including disruptive behaviour. Children struggling with untreated anxiety may resort to oppositional behaviour as a coping mechanism to alleviate distressing situations. Social anxiety, for instance, can trigger aggression or avoidance behaviours when confronted with challenging social interactions. Understanding the interplay between anxiety and disruptive behaviour is crucial for providing targeted support and intervention.

Attention Deficit Hyperactivity Disorder (ADHD):

Children with ADHD often exhibit impulsive and hyperactive behaviours, which can be misconstrued as intentional defiance or disobedience. However, these behaviours stem from underlying cognitive challenges, particularly in executive functioning. Difficulties in impulse control and attention regulation contribute to disruptive behaviour, highlighting the importance of tailored strategies to support children with ADHD in educational settings.

Learning Difficulties:

Undiagnosed learning difficulties can significantly contribute to disruptive behaviour, especially in school. Frustration arising from difficulty mastering certain subjects may present as oppositional behaviour or avoidance tactics. It's essential to recognise the link between academic challenges and disruptive behaviour, as addressing underlying learning difficulties is vital for fostering academic success and emotional well-being.

Sensory Processing Problems:

Children with sensory processing issues may exhibit extreme and disruptive behaviour when overwhelmed by sensory stimuli. From sensory sensitivities to sensory-seeking behaviours, these reactions underscore the child's struggle to process and integrate sensory information effectively. Creating sensory-friendly environments and implementing sensory integration strategies can mitigate disruptive behaviours stemming from sensory challenges, promoting a more inclusive and supportive learning environment.

Trauma:

Where children have experienced trauma, there may be a vast array of disruptive behaviours that are presented in school. Traumatic experiences are far beyond the emotional capability of most adults so when a child has experienced trauma, their ability to process their experience is limited even further by their maturity. Trauma may be more apparent in children who have never previously displayed disruptive behaviour. It could be far less obvious where children have more than one underlying cause for displaying disruptive behaviour.

Transformative Approaches to Behaviour Management:

Moving beyond conventional disciplinary measures, transformative approaches to behaviour management emphasise empathy, understanding, and proactive intervention. By reframing disruptive behaviour as a form of communication, educators and caregivers can cultivate a culture of empathy and support, where the underlying needs of every child are acknowledged and addressed.

Collaborative Partnerships:

Effective behaviour management requires collaborative partnerships between educators, mental health professionals, and families. By fostering open communication and collaboration, the communities around a child can work together to identify underlying factors contributing to disruptive behaviour and develop tailored intervention plans that address the unique needs of each child.

Trauma-Informed Practices:

Acknowledging the impact of trauma on behaviour is essential for creating trauma-informed learning environments. Children who have experienced trauma may exhibit disruptive behaviours as a means of coping with overwhelming emotions or past experiences. Trauma-informed practices emphasise safety, trust, and empowerment, providing a supportive framework for healing and growth.

Conclusion

Disruptive behaviour in the classroom is an issue that demands genuine understanding and compassionate intervention. By recognising disruptive behaviour as a form of communication and taking time to understand the root causes underlying such behaviour, educators and caregivers can foster a more inclusive and supportive learning environment where every child has the opportunity to thrive. Through transformative approaches to behaviour management, collaborative partnerships, and trauma-informed practices, we can create educational settings where the well-being and success of every child are prioritised.

How Can SecuriCare Help?

SecuriCare, as a provider of training and consultancy services in youth settings, can play a vital role in addressing the challenges faced by educators experiencing disruptive behaviour. Here are several ways in which SecuriCare can help:

1. Training Programmes:

• Behaviour Management Training: SecuriCare can design and implement training programmes that equip educators with the skills needed to manage disruptive behaviour effectively. This includes techniques for communication, positive behaviour support and person-centred approaches.

• Support Plans: We specialise in providing school and educators with the skills to develop individual, person-centred behavioural support plans. These plans prioritise identifying triggers for behaviour and strategies to support the removal or reduction of the triggers.

• Interventions: We provide primary and secondary interventions to positively respond to and manage the individual's behaviour cycle. This ongoing process can be revised and updated to maintain positive behavioural management.

• Education Licensed Trainer: Our Licensed Trainer programme is designed to support in-house or independent trainers to deliver high-quality, certified behaviour management training in a range of young person settings.

• Physical Intervention & Restraint Reduction Training: SecuriCare offers essential training to minimise restrictive interventions and develop person-centred physical intervention plans, considering individual risks. We prioritise dignity and safety, empowering care providers to deliver compassionate support while reducing reliance on restrictive measures.

2. Ongoing Support and Evaluation:

• Continuous Improvement: SecuriCare can work collaboratively with educators and trainers to continuously evaluate and improve behaviour management strategies. This may involve adapting strategies, feedback from staff and changes in the classroom environment.

By combining training, consultation and ongoing support, SecuriCare can contribute significantly to creating a safer environment for anyone working with young people, ultimately contributing to a more successful learning environment.