Which Term to Use: Challenging Behaviour or Behaviour of Concern?

The terminology we use to describe student behaviours is a crucial aspect of our approach to education and can significantly impact how we perceive and support our students. Let’s explore the debate surrounding the terms “challenging behaviour” and “behaviours of concern,” as well as consider alternative terminology.

“Challenging Behaviour”:

Proponents argue:

• This term acknowledges that certain behaviours pose difficulties for teachers and other students.
• It implies that the behaviour is challenging the system, not that the child is inherently problematic.
• The term is widely recognized and understood in educational contexts.

Critics contend:

• It may stigmatise students by labelling their behaviour as problematic.
• The term focuses on the teacher’s perspective rather than the student’s needs.
• It might imply that the behaviour is intentionally difficult, which is often not the case.

“Behaviours of Concern”:

Supporters say:

• This phrase shifts the focus from the behaviour being challenging to it being a cause for attention and support.
• It’s less judgmental and more neutral in tone.
• The term encourages a problem-solving approach rather than a punitive one.

Detractors argue:

• It might be too vague and not accurately convey the impact of the behaviour on the classroom environment.
• The term could potentially minimize serious behaviours that require immediate intervention.
• It may not be as readily understood by all stakeholders in education.

“Communicating a Need”:

Advocates say:

• This phrase reframes behaviour as a form of communication, shifting the focus to understanding the student’s perspective.
• It encourages educators to look beyond the behaviour to identify the underlying need.
• This term aligns with a compassionate, problem-solving approach.

Critics might argue:

• It could potentially downplay behaviours that are disruptive or harmful to others.
• The term might be too broad, as not all challenging behaviours are direct communications of needs.

“Distress Signals”:

Proponents argue:

• This term emphasizes that challenging behaviours often indicate a student is struggling or in distress.
• It encourages a supportive rather than punitive response.

Detractors might say:

• It could potentially medicalize normal variations in behaviour.
• The term might not adequately capture behaviours that are not necessarily rooted in distress.

“Regulatory Challenges”:

Supporters contend:

• This phrase recognizes that many challenging behaviours stem from difficulties with emotional or sensory regulation.
• It shifts the focus to supporting skill development rather than behaviour management.

Critics might argue:

• The term could be too technical for widespread use, especially with parents or non-specialist staff.
• It might not encompass all types of challenging behaviours.

“Survival Responses”:

Advocates say:

• This term acknowledges that some challenging behaviours are instinctive responses to perceived threats or overwhelming situations.
• It encourages empathy and a trauma-informed approach.

Detractors might argue:

• The term could potentially dramatise less severe behaviors.
• It might not accurately describe all types of challenging behaviors.

Behaviours are just how we Act?

The inclusion of these terms in the debate further highlights the complexity of describing and addressing student behaviours in educational settings. Each term brings a different perspective and can influence how educators, parents, and students themselves understand and respond to these behaviours.

“Communicating a Need” and “Distress Signals” emphasize the student’s perspective and encourage educators to look beyond the behaviour itself. These terms align well with a student-centred, compassionate approach to education.

“Regulatory Challenges” brings a more technical, skills-based perspective, which can be particularly useful when discussing strategies and interventions. However, it may not be as accessible to all stakeholders.

“Survival Responses” introduces a trauma-informed lens, which is increasingly recognized as important in education. This term can be powerful in shifting perceptions but may not be appropriate for all situations.

The variety of these terms reflects the complex and emotive nature of student behaviour and the diverse approaches to understanding and supporting students. Each term has its strengths and potential drawbacks, and the most appropriate choice may depend on the specific context, audience, and purpose of the communication.

Ultimately, the goal is to use language that promotes understanding, empathy, and effective support for students. The ongoing debate and evolution of terminology in this area reflect the education field’s commitment to improving how we perceive, discuss, and address student behaviours.

Alternative Terminology:

1. “Stress Behavior”:
   This term, proposed by Dr. Stuart Shanker, suggests that challenging behaviours are often a result of stress and overwhelm, not intentional defiance.
2. “Unmet Needs Behavior”:
   This phrase focuses on the idea that behaviour is communication and that challenging behaviours often stem from unmet needs.
3. “Adaptive Behavior”:
   This term recognises that behaviours often serve a purpose for the student, even if they’re not ideal in the classroom setting.
4. “Neurodivergent Expressions”:
   This phrase acknowledges that some behaviours may be expressions of neurodiversity rather than problems to be solved – I actually hate this term.

The Challenging Behaviour Terminology Debate

Those advocating for more neutral or positive terminology argue that the language we use shapes our perceptions and responses. By using terms like “behaviours of concern” or “stress behaviour,” we shift our mindset from seeing the child as problematic to seeing them as needing support. This perspective aligns with a more compassionate, neurodiversity-affirming approach to education.

On the other hand, some educators argue that using more direct terms like “challenging behaviour” helps to clearly communicate the impact of certain behaviours on the classroom environment. They contend that softening the language might lead to underestimating the seriousness of some situations and potentially delay necessary interventions.

A middle ground perspective suggests using context-specific language. For instance, “challenging behaviour” might be appropriate when discussing the impact on the classroom environment with other educators, while “stress behaviour” or “unmet needs behaviour” could be used when focusing on understanding and supporting the individual student.

Let’s explore how these terms could be applied in a specific educational setting, using a common classroom scenario.

Scenario

A 9-year-old student, Alex, frequently calls out in class without raising their hand, sometimes shouting over others. When asked to wait their turn, Alex often becomes visibly upset, sometimes pushing items off their desk or refusing to participate further in the lesson.

Application of Different Terms

1. “Challenging Behavior”:
   A teacher using this term might say, “Alex’s calling out and desk-clearing are challenging behaviours that disrupt the class.” This approach acknowledges the impact on the learning environment but might lead to a focus on managing or eliminating the behaviour.
2. “Behaviors of Concern”:
   An educator might report, “We’ve noticed some behaviours of concern with Alex, including difficulty waiting to speak and strong emotional reactions.” This phrasing indicates the need for attention without labelling the behaviour as inherently problematic.
3. “Communicating a Need”:
   A teacher using this perspective might reflect, “Alex’s calling out seems to be communicating a need for immediate attention or validation. The desk-clearing could be communicating frustration or overwhelm.” This approach encourages looking beyond the behaviour to understand Alex’s underlying needs.
4. “Stress Behavior”:
   An educator might observe, “Alex’s outbursts appear to be stress behaviours, possibly triggered by the challenge of waiting or feeling unheard.” This framing suggests that Alex’s actions stem from internal stress rather than willful defiance.
5. “Regulatory Challenges”:
   A special education teacher might note, “Alex shows signs of regulatory challenges, struggling to modulate their responses in social situations.” This term focuses on skills Alex may need to develop rather than on the behaviours themselves.
6. “Distress Signals”:
   A trauma-informed teacher might interpret, “Alex’s calling out and desk-clearing are distress signals, indicating they’re struggling with something in the classroom environment.” This perspective encourages a supportive, curious approach.
7. “Survival Responses”:
   A trauma-informed educator might suggest, “Alex’s reactions could be survival responses, possibly triggered by feeling overlooked or powerless in the classroom setting.” This framing considers potential past experiences influencing Alex’s behaviour.

Implications of Different Terminologies:

Using “challenging behaviour” or “behaviours of concern” might lead to strategies focused on managing the classroom environment, such as implementing a stricter turn-taking system or consequences for calling out.

Terms like “communicating a need” or “stress behaviour” could result in efforts to understand Alex better. The teacher might have one-on-one conversations with Alex about their feelings or observe to identify triggers for the behaviour.

“Regulatory challenges” might prompt the introduction of self-regulation techniques, like deep breathing exercises or a calm-down corner in the classroom.

Viewing the behaviours as “distress signals” or “survival responses” could lead to a more holistic approach, perhaps involving the school’s mental health support, ELSA to explore underlying issues or implement trauma-informed classroom practices.

The choice of terminology significantly influences how educators perceive, discuss, and respond to student behaviours. In Alex’s case, using more student-centred, need-focused language could lead to more supportive, understanding approaches. However, it’s also important to balance this with acknowledging the real impact on the classroom environment.

Ideally, educators would be flexible in their use of terminology, perhaps using different terms when discussing the situation with various stakeholders. For instance, they might use “challenging behaviour” when addressing the impact on other students, “communicating a need” when talking with Alex’s parents, and “regulatory challenges” when discussing strategies with special education staff.

Conclusion

The debate over terminology reflects a broader shift in education towards more inclusive, student-centered approaches. While there’s no universal agreement on the best term to use, the discussion itself is valuable. It encourages educators to reflect on their perceptions and biases and to consider how language influences their approach to supporting students.

Ultimately, the most important factor is not the specific term used, but the mindset behind it. Whichever term we choose, our focus should be on understanding the underlying causes of behaviour, supporting the student’s needs, and creating inclusive classrooms.