Government research shows that behaviour and emotional wellbeing significantly impacts on academic achievement throughout school. From the perspective of many therapeutic educators, (Louise Bomber, Dan Hughes, ) behaviour can be seen as a communication. During my 8 years of teaching, behaviour was also one of the key aspects directly linked to my own wellbeing.
My experience in many schools is that we tend to either apply a punitive or an over-compensating approach to behaviour, both of which in my opinion provide short-term solutions to the problem rather than aiming to resolve it. The approach I take in schools is to create a trauma-informed through policy, curriculum and practice. Interwoven in these is our current neuroscience understanding (Louis Cozolino) and the benefits of creating a tribal classroom.
The impact of implementing this approach in a school with significant behaviour problems has resulted in an 80% reduction in behaviour issues year on year.