Behaviour and underlying need

Observe the sequence

Record the demand, the pupil’s observable response and what adults or peers do next. Compare with a similar situation that goes better. Refusal, shouting or leaving can arise from different barriers, including difficulty, uncertainty, communication and overwhelm. A hypothesis should remain open to revision.

Plan a feasible adult response

Make expectations understandable, adjust avoidable barriers and agree consistent language across staff. Teach an alternative such as asking for clarification or a pause. Practise when demands are manageable. Preserve safety and follow school policy; decisions about restrictive intervention require the relevant policy and trained staff.

A classroom example

A pupil pushes a worksheet away when writing begins. Check whether they can explain the answer orally, understand the instruction and select a first sentence. Offer a visible starting point and teach a request for help. Record whether they begin more independently instead of assuming that accepting the worksheet proves the barrier has gone.

Repair and review

After recovery, use a brief, respectful conversation about what happened and what to try next. Avoid repeated public apologies as a substitute for repair. Judge change through participation, safety, recovery and independent use of the alternative skill.

Further reading

EEF: Special Educational Needs in Mainstream Schools · SEND Code of Practice

General guidance for school staff. Apply professional judgement, current school policies and advice based on the individual pupil’s circumstances.