Understanding and Supporting Behaviours of Concern
Whatever your own beliefs and values around child development. When supporting children in schools, it’s crucial to recognise that all behaviour is a form of communication. Zero tolerance policies and refusals to make reasonable adjustments lead to many children missing out on education. What we traditionally label as ‘challenging’ or ‘difficult’ behaviour often represents a child’s best attempt to communicate unmet needs, process sensory information, or navigate overwhelming situations. This article explores 20 common behaviours of concern, examining their underlying causes and offering supportive, trauma-informed strategies. We have another article where we discuss the use of the terms “behaviours of concern” VS “Challenging behaviour”
Understanding the Foundations
Before examining specific behaviours, we must acknowledge several key principles:
- Behaviour is communication
- Every child’s neurology is unique and valid
- The environment significantly impacts behaviour
- Trauma affects nervous system regulation
- The double empathy problem affects understanding between neurotypical and neurodivergent individuals
- Co-regulation precedes self-regulation
20 Behaviours of Concern and Their Support Strategies
1. Withdrawal from Activities
Possible Causes:
- Sensory overwhelm
- Social communication difficulties
- Anxiety or uncertainty
- Previous traumatic experiences
- Executive functioning challenges
- Difficulty with transitions
Support Strategies:
- Create quiet spaces within the classroom
- Offer visual schedules and clear expectations
- Provide multiple ways to participate
- Allow gradual exposure to activities
- Establish predictable routines
- Use strength-based approaches to engagement
2. Explosive Reactions to Change
Possible Causes:
- Difficulty with transitions
- Sensory processing differences
- Anxiety about uncertainty
- Executive functioning challenges
- Communication barriers
- Dysregulation of the nervous system
Support Strategies:
- Implement visual schedules
- Provide advance warnings of changes
- Create social stories for transitions
- Offer choice where possible
- Maintain predictable routines
- Use transition objects or activities
3. Physical Aggression
Possible Causes:
- Overwhelmed nervous system
- Communication frustration
- Unmet sensory needs
- Fight/flight response activation
- Processing difficulties
- Environmental stressors
Support Strategies:
- Identify triggers through ABC charts
- Create calming spaces
- Teach alternative communication methods
- Provide sensory regulation activities
- Ensure environmental modifications
- Focus on co-regulation approaches
4. Verbal Outbursts
Possible Causes:
- Emotional dysregulation
- Communication challenges
- Sensory overload
- Anxiety or fear
- Processing difficulties
- Need for control or autonomy
Support Strategies:
- Teach emotional vocabulary
- Provide communication aids
- Create calm-down routines
- Use visual supports
- Implement regulation strategies
- Offer appropriate choices
5. Repetitive Movements – Wait This may only be challenging You!
Read more about self-stimulation (Stimming)
Possible Causes:
- Self-regulation needs
- Sensory seeking
- Anxiety management
- Processing information
- Comfort seeking
- Communication attempt
Support Strategies:
- Accept and allow stimming
- Provide appropriate sensory tools
- Create movement opportunities
- Ensure safe spaces
- Understand individual needs
- Support self-advocacy
6. Refusal to Follow Instructions
Possible Causes:
- Processing difficulties
- Anxiety about performance
- Past negative experiences
- Sensory overwhelm
- Confusion
- Need for autonomy
Support Strategies:
- Break down instructions
- Use visual supports
- Offer processing time
- Provide choices
- Create success opportunities
- Build trusting relationships
7. Self-Injurious Behaviour
Possible Causes:
- Intense sensory needs
- Communication frustration
- Emotional overwhelm
- Anxiety or distress
- Pain or discomfort
- Nervous system dysregulation
Support Strategies:
- Implement sensory assessments
- Provide alternative communications
- Create safety plans
- Ensure medical evaluation
- Use co-regulation techniques
- Develop prevention strategies
8. Difficulty with Peer Relationships
Possible Causes:
- Social communication differences
- Sensory processing challenges
- Anxiety in social situations
- Different play styles
- Communication barriers
- Previous negative experiences
Support Strategies:
- Facilitate structured interactions
- Teach social skills explicitly
- Create inclusive environments
- Support different play styles
- Use peer buddying systems
- Celebrate neurodiversity
9. Extreme Emotional Responses
Possible Causes:
- Intense emotional experiences
- Difficulty with regulation
- Sensory overwhelm
- Communication challenges
- Environmental stressors
- Past trauma impacts
Support Strategies:
- Teach emotional literacy
- Create regulation spaces
- Use visual emotional scales
- Implement co-regulation
- Provide predictable responses
- Maintain calm approaches
10. Food-Related Behaviours
We have a full article of food and mealtimes at school.
Possible Causes:
- Sensory sensitivities
- Anxiety around food
- Past negative experiences
- Medical conditions
- Control needs
- Communication difficulties
Support Strategies:
- Respect food preferences
- Create safe eating environments
- Allow food exploration without pressure
- Consider sensory needs
- Maintain predictable routines
11. Leaving Designated Areas
Possible Causes:
- Sensory overload in environment
- Anxiety or feeling unsafe
- Need for movement or regulation
- Difficulty understanding boundaries
- Seeking preferred activities/items
- Flight response activation
Support Strategies:
- Conduct environmental assessments
- Create safe spaces within boundaries
- Use visual boundary markers
- Implement movement breaks
- Provide regulation stations
- Develop clear safety plans
12. Destructive Behaviour
Possible Causes:
- Overwhelming emotions
- Sensory seeking needs
- Communication frustration
- Need for control
- Processing difficulties
- Nervous system dysregulation
Support Strategies:
- Provide appropriate sensory alternatives
- Create safe spaces for release
- Teach alternative expressions
- Use strength-based approaches
- Implement preventative strategies
- Focus on environmental modifications
13. Sleep-Related Behaviours
Possible Causes:
- Anxiety or worry
- Sensory processing differences
- Irregular cortisol patterns
- Environmental factors
- Medical conditions
- Difficulty with transitions
Support Strategies:
- Establish consistent routines
- Create calming environments
- Use visual schedules
- Implement sensory strategies
- Consider environmental factors
- Collaborate with families
14. Toileting Difficulties
Possible Causes:
- Sensory sensitivities
- Anxiety around toileting
- Medical conditions
- Previous negative experiences
- Communication barriers
- Environmental factors
Support Strategies:
- Create comfortable environments
- Use visual schedules
- Maintain predictable routines
- Respect dignity and privacy
- Consider sensory needs
- Implement positive reinforcement
15. Difficulty with Task Completion
Possible Causes:
- Executive functioning challenges
- Anxiety about performance
- Processing differences
- Sensory distractions
- Unclear expectations
- Motor planning difficulties
Support Strategies:
- Break tasks into smaller steps
- Provide visual schedules
- Use task completion systems
- Offer choice in approach
- Create success opportunities
- Implement scaffolded support
16. Repetitive Questioning
Possible Causes:
- Anxiety management
- Processing needs
- Need for predictability
- Communication differences
- Seeking connection
- Understanding complexity
Support Strategies:
- Provide visual information
- Create answer banks
- Use social stories
- Implement anxiety management tools
- Maintain consistent responses
- Understand the function
17. Difficulty with Personal Space
Possible Causes:
- Different spatial awareness
- Sensory seeking needs
- Social understanding differences
- Communication attempts
- Need for connection
- Processing challenges
Support Strategies:
- Use visual boundaries
- Teach spatial awareness
- Provide appropriate alternatives
- Create social stories
- Implement movement activities
- Support understanding consent
18. Selective Mutism
Possible Causes:
- Anxiety in social situations
- Past traumatic experiences
- Sensory processing differences
- Communication challenges
- Environmental factors
- Nervous system responses
Support Strategies:
- Create low-pressure environments
- Allow alternative communication
- Build trusted relationships
- Use gradual exposure
- Maintain consistent support
- Collaborate with specialists
19. Rigid Thinking Patterns
Possible Causes:
- Need for predictability
- Anxiety management
- Processing differences
- Previous experiences
- Communication styles
- Cognitive patterns
Support Strategies:
- Provide clear structure
- Use visual supports
- Implement gradual changes
- Teach flexible thinking
- Maintain predictability
- Support coping strategies
20. Difficulty with Group Activities
Possible Causes:
- Social communication differences
- Sensory overwhelm
- Anxiety in groups
- Processing challenges
- Previous negative experiences
- Executive functioning difficulties
Support Strategies:
- Offer graded exposure
- Provide structured activities
- Create small group opportunities
- Allow individual participation
- Use visual supports
- Implement peer support
Staff Training and Development
Essential Knowledge Areas for training staff supporting neurodiverse pupils.
- Neurodiversity awareness
- Trauma-informed practice
- Sensory processing
- Communication differences
- Regulation strategies
- De-escalation techniques
Conclusion
Understanding and supporting behaviours of concern requires a comprehensive, neurodiversity-affirming approach that considers the whole child, their environment, and their individual needs. By focusing on understanding the underlying causes of behaviour and implementing supportive strategies, we can create more inclusive, understanding, and effective educational environments.
Key Points about Behaviours of Concern:
- All behaviour is communication
- Every child is doing their best
- Support should be individualised
- Environment plays a crucial role
- Relationships are fundamental
- Progress takes time and patience