Pupil behaviour is a way of communicating a bigger story

In a lot of schools I work with, I get called in to help when a child’s behaviour has become really difficult to manage. They might be hitting out, refusing to work, or struggling to stay in class. It’s tough—for the staff, the child, and everyone around them. But what I’ve learnt over the years is this: behaviour is usually a way of telling us something else is going on.

Sometimes it’s home life. Sometimes it’s a need that isn’t being met. And sometimes, the child just doesn’t have the tools yet to manage how they feel. Here is a list of methods you can use as a support teacher or staff member in schools to help with children showing imbalanced behaviour:

1. Start With the “Why”
Instead of jumping straight to consequences, take a moment to think: what’s this behaviour really about?

A lot of the children I work with have been through more than most adults. Foster care, changes at home, lack of routine – it all shows up in school. And when a child doesn’t feel safe or understood, they’ll often act out.

Ask yourself:

• Are they hungry or tired?
• Have they had a rough morning?
• Are they overwhelmed or anxious?
• Understanding the “why” doesn’t excuse the behaviour—but it helps guide how we respond to it.

2. Make the Environment Work for Them
It’s not always realistic to expect every student to sit still and work for five hours straight. Some children need breaks, movement, and time to reset. That’s not laziness – it’s regulation.

Simple ideas that work:

• Create a small safe space in the room (a den, a quiet corner, beanbags)
• Use visual timetables so they can see what’s coming
• Offer short brain breaks – popping outside, building with Lego, quick physical task

I once supported a child who had his own room, timetable on the board, and a balance of play and work. We didn’t take away play – we made it something to work towards. That structure made all the difference.

3. Relationships First, Always
If a student doesn’t trust the adults around them, they won’t respond well to rules or learning. It’s not personal – it’s about safety.

I’ve seen big changes happen just from adults being consistent, calm, and human. Share your interests. Celebrate the small wins. Show up, every day, even when it’s hard.

4. Use Movement as a Tool
Sport and physical activity are big parts of what I do. For a lot of kids, it’s the only time they feel confident and in control.

Whether it’s football, running games, or even just movement breaks, getting the body moving helps reset the brain. You can link this to learning too. Try things like:

• Counting with beanbags
• Phonics through movement games
• Storytelling through action

When done right, sport isn’t just a reward – it’s part of the strategy.

5. Getting back to the classroom takes time

Reintegration is a process, not a quick fix. I’ve supported students who’ve been out of class for weeks – some with their own rooms, some with 1:1 support. The goal is always the same: getting them back with their peers when it’s right.

One child I worked with started by going back into class in the afternoons, with regular breaks. He had distractions, but he stayed. And that was a win.

With the right plan, a bit of patience, and people who care, progress does come.

Final Thoughts

There’s no one-size-fits-all. Every child is different. But with the right environment, strong relationships, and a bit of flexibility, even the most challenging behaviours can start to shift.

If your school needs support, whether it’s 1:1 interventions, help with reintegration, or after-school programs that keep children active and engaged, I’d be happy to chat. I’ve been where you are, and I’m here to help.

– Josh
JB Primary Support