When we talk about behaviour in schools, what we’re really talking about are the ways children communicate their needs - met or unmet. Behind every “challenging” behaviour, there’s often a story of stress, fear, confusion, or disconnection.
In our recent webinar, Root First: Recognising the Real Causes Behind Behaviour, we were joined by Charlotte Barton, MD of Progress Schools, Maureen McKenna, OBE, former Director of Education for Glasgow and Suus-anna Harskamp, Director & Co-Founder, The Ossigeno. Our panel of experts, facilitated by Flourish MD Rachel Houlden, explored what really lies beneath the behaviours that disrupt classrooms, test teachers’ patience, and too often lead to exclusion.
Drawing on national data and lived experience, the discussion explored the rising pressures in education, from record levels of school days lost to suspensions and absences, to the emotional toll that behaviour challenges take on both pupils and staff. Our panel explored how unmet needs often drive the behaviours that concern us most.
They discussed the challenges schools face when shifting from punitive, compliance-based systems towards relational, trauma-informed approaches where behaviour is seen not as defiance, but as communication. The panel highlighted that this shift requires not only new strategies, but also new cultures: spaces where staff feel supported, relationships are prioritised, and small wins are celebrated.
Throughout the conversation, Charlotte, Suus-anna, and Maureen reflected on:
- What unmet needs often sit beneath behaviour
- How trauma and adversity can show up in unexpected ways
- The practical changes that make the biggest difference
- How long it really takes to see results when schools start seeing behaviour differently
They also touched on the role - and limitations - of suspensions and exclusions, reminding us that while safety is always the priority, meaningful change comes from understanding, not punishment.
