Rethinking behaviour management: The case for relational inclusion in schools

Many mainstream schools today operate on a reactive crisis management model, often employing zero-tolerance approaches to behaviour. However, this method tends to exacerbate issues by triggering fear responses in students and impeding their ability to make thoughtful choices

CREDIT: This is an edited version of an article that originally appeared on Centre for Young Lives

Research indicates that when students’ fear response systems are activated, they primarily operate from lower brain functions, hindering their capacity for reflective thinking. Consequently, this can lead to reactive behaviours such as aggression, ultimately escalating emotional distress, particularly among traumatised pupils.

Children and young people thrive when their interests, skills, and achievements are acknowledged comprehensively. Yet, the current emphasis on standards over wellbeing in the UK’s education system often overlooks contextual factors, misinterpreting certain behaviours as indicators of special needs or behavioural issues.

Fostering a sense of belonging

School belonging is crucial for promoting inclusive environments where students feel safe, accepted, and supported, laying the groundwork for both academic success and emotional wellbeing.

‘Relational Inclusion’ is a proactive approach that supports early identification and intervention strategies. Key principals of relational inclusion are:

1. Recognising potential: Acknowledging that every child can thrive given the right support.
2. Prioritising relationships: Understanding that strong relationships are fundamental to effective support.
3. Embracing emotions: Accepting all emotions while guiding appropriate behaviours.
4. Addressing root causes: Identifying and addressing the underlying causes of issues.
5. Cultivating compassion: Creating a culture of empathy and healing within the school community.

The prevalent focus on standards over wellbeing in the UK’s educational landscape is detrimental, as it often fails to consider the contextual factors influencing student behaviour. Instead of employing reactive crisis management models, schools should adopt proactive strategies, such as Relational Inclusion, which prioritise fostering a sense of belonging and addressing the root causes of issues. By embracing holistic approaches, schools can better support academic success, attendance, and mental health for all students, thereby creating inclusive environments where every child can thrive.