Schools - fostering a positive, inclusive and safe environment: guidance

Appendix 1: Illustrative examples of consequences

This guidance cannot prescribe specific consequences schools should use to respond to particular behaviours. The table below is for illustrative purposes only, highlighting a range of behaviours, some possible underlying reasons, and examples of potentially appropriate responses. It aims to demonstrate that there can be a number of underlying reasons behind behaviour and that children and young people may act in similar ways for very different reasons and therefore the appropriate response will differ depending on the particular context and needs of the child. Responses should be considered in line with local authority policies, procedures and approaches as not all responses illustrated here may be appropriate or available in all areas.

Schools should take a child-centred approach when determining an appropriate response. Understanding the specific needs of each young person is crucial, as the most suitable response to a behaviour may vary – even for the same child – depending on their circumstances on a given day. In some cases, staff may not be aware of the underlying need at the time of the incident, but a response is still required. Where the underlying need is unclear, taking steps to understand it after is an important part of providing effective support.

While immediate responses to behaviour are often necessary, consistently applying universal approaches (such as simply asking a child to apologise) may address the surface-level issue in the moment but fail to resolve the underlying cause. Children and young people are still developing – both emotionally and neurologically – and factors such as puberty, mood changes, societal or personal challenges can influence their behaviour. However, this table reinforces the importance of looking beyond the behaviour itself to ensure that responses support the child’s development and long-term wellbeing.

The list below is not intended to be exhaustive or prescriptive and responses may sit across different categories.

Behaviour

Meeting or exceeding expectations.

Underlying needs and functions of behaviour

• A child is feeling safe, valued and connected within their environment.
• A child is experiencing success and positive feedback, reinforcing their motivation to engage and behave positively.
• A child feels a sense of belonging and agency within the school community.
• A child’s needs are being proactively met, including emotional regulation, sensory input, social connection, and cognitive support.
• A child may be seeking to contribute positively to the school culture and relationships.

Examples of responses

• Verbal praise that is specific and genuine.
• Opportunities for increased responsibility or leadership roles.
• Celebrating progress and effort, not just outcomes (e.g.: “You worked really hard to stay focused through a tough task”).
• Recognition in assemblies, newsletters or merit systems.
• Time with a trusted adult to reflect on what helped them succeed.
• Encouraging the child to model positive behaviour or mentor peers.
• Maintaining supportive relationships and regular check-ins even when behaviour is positive.

Behaviour

Low-level disruptive behaviour. For example:

• continually disrupting learning and teaching
• disengaging from learning by wandering in corridors instead of being in class
• continually or seriously disrupting extra-curricular activities at lunchtimes or after school

Underlying needs and functions of behaviour

• A child seeking connection may enjoy the reaction from peers or adults.
• A child who struggles with low self-esteem may act out to avoid situations where they feel they might fail.
• A child experiencing difficulties at home may struggle to focus and use disruption as a distraction.
• A child with additional support needs may become frustrated and disruptive when this need is unmet, and they are unable to participate equally.
• A child struggling with work, or with attention lapses, may disengage to avoid work they find challenging.
• A child may be seeking acceptance from their friends so following the crowd
• A child who struggles with transitions may find it hard to shift from classroom/learning space expectations to a more informal setting.
• A child who lacks confidence in their abilities may disrupt to avoid participating.
• A child who has difficulty with authority may see after-school activities as less structured and act out.

Examples of responses

• A reminder of the expectation.
• Being asked/instructed to move to different seat within teaching area.
• Being asked/instructed to complete work in a different room/area under supervision.
• Being given an alternative activity to the rest of the class that allows the child to regulate their emotions or behaviour.
• Being asked to take a break from the class or activity for a short time.
• Discussion and reflection with the child to assist self-regulation.
• A reinforcement of the expectation with differentiated explanation.
• A reduction in the stress load for the child, for example if they have dyslexia, Autism or ADHD.
• Access to learning support.
• Support strategies such as check-ins or a one-to-one conversation to help address the underlying causes of behaviour.
• Period by period registration and letting home know any period a young person does not attend.
• Identify a safe space for the young person if mainstream class becomes too overwhelming.
• Parental communication (truancy texts, attendance information, parental meeting).
• Timetable adaption.

Behaviour

Unsafe, anti-social, or otherwise unacceptable behaviour, including shouting, abusive or potentially physical behaviour during breaks or period changes (secondary).

Underlying needs and functions of behaviour

• A child may be showing off to friends to gain authority/acceptance/status.
• A child with ADHD may struggle with impulse control and act without considering consequences.
• A child who feels excluded or lonely may engage in disruptive behaviour to gain attention or connection.
• A child with autism may be seeking sensory input or struggling with personal space.
• A child is not yet developmentally able to understand and manage big emotions and feels overwhelmed.
• A child is modelling the behaviour of others.
• A child has limited control in other areas of their life, resulting in a need to assert themselves and retain agency within the safety of the school setting.
• An excitable child may accidentally knock into others without realising the impact.
• A child with a sensory impairment may not be aware of their proximity to others.
• A child with high anxiety may rush through corridors to avoid social interactions.
• A child with a history of being bullied may push through crowds defensively as a stress response or safety mechanism in response to the trauma they experienced.

Examples of responses

• Restricted access to corridors/areas during lunchtimes/morning breaks for a period of time
• Requirement to undertake additional supervised activities during lunchtime/breaks for a period of time.
• Requirement to be collected by parent/other responsible adult for intervals and/or lunchtimes.
• Additional time with staff or in a smaller group at break or lunch time.
• Reflective time/exercise to consider the impact of the behaviour on themselves and others.
• ‘Out of class two minutes early’ so they move through corridors while largely empty.
• Escort to collect and walk child to next class.
• A reduction in transitions.
• Additional adult support to aid co-regulation.
• A conversation to jointly problem solve with the child and perspective take, once they are regulated, with regards to what to do differently next time.
• Explicitly taught the skills they do not yet have in a way that leads to learning in this area.
• Social and emotional skills curricula.
• In-school alternative provision for a period of time (to allow matters to calm, time for planning, parental meetings etc).
• Exclusion from school (to allow matters to calm, time for planning, meeting with parents etc).
• Risk Assessment and safety planning to be completed, if appropriate, that may have mitigations that are restrictive or limiting to some extent (depending on location, activity, triggers etc).

Behaviour

Displays prejudice-based behaviours such as racism, misogyny or gender-based violence, homophobia.

Underlying needs and functions of behaviour

• A child may be seeking to establish social capital by targeting those seen as ‘different’.
• A child may be being influenced by other people in their lives, such as family, friends or online influences.
• A child may be repeating language they have heard elsewhere.
• A child may be vulnerable to prejudice based narratives because they feel excluded, or marginalised.
• A child may be vulnerable to far-right radicalisation.
• A child may be displaying behaviours they have themselves experienced.
• A child or young person’s behaviour may reflect an exertion of power or control over others, influenced by their own position of relative privilege in relation to an oppressed group.

Examples of responses

• Utilising break or after-school time to educate and reflect on the harm caused by the prejudice-based behaviour through developmentally appropriate education and discussion.
• Removal from unsupervised corridors/areas during lunchtimes/morning breaks for a period of time.
• Requirement to undertake additional supervised activities during lunchtime/breaks.
• Referral to specialist agencies.
• Reviewing curricular-based responses, such as learning through Relationships, Sexual Health and Parenthood (RSHP) education to promote empathy for others and learning about the impact of language, or topics such as consent.
• Identifying whole-school interventions to ensure promotion of an inclusive and respectful school culture, such as embedding a whole-school approach to anti-racism.
• Some behaviours may require more tailored responses. See Respect for All.

Behaviour

Being violent towards others.

Underlying needs and functions of behaviour

• A child experiencing frustration or anger may be lashing out due to difficulty regulating emotions.
• A child who has experienced trauma may perceive a threat and act defensively.
• A child with attachment difficulties may struggle with relationships and misinterpret social cues as hostility.
• A child experiencing stress at home may have heightened emotional responses and struggle with self-regulation.
• A child may be modelling abusive relationships witnessed at home.

Examples of responses

• In-school alternative provision for a period of time (to allow matters to calm, time for planning and for any additional staffing or alternative placements to be put in place, parental meetings etc).
• Exclusion from school (to allow matters to calm, time for planning, meeting with parents etc).
• Risk Assessment and safety planning to be completed, if appropriate, that may have mitigations that are restrictive or limiting to some extent (depending on location, activity, triggers etc).
• Provide a developmentally appropriate list of actions to take when frustrated in the future. Laminated set of bullet points, for example- to remind and support them to step away, seek help and follow an agreed, and rehearsed process.