Lucy Carter, who heads up IntoUniversity’s DEiD (Developing Excellence in Delivery) programme, explores the impact different styles of behaviour management can have on young people facing disadvantage throughout their educational journeys.
Last year, schools in England issued nearly 800,000 suspensions – the highest on record. Permanent exclusions also rose sharply, from 6,494 in 2021/22 to 9,376 the following year. This trend is worrying, but perhaps not surprising. Since the pandemic, schools have reported higher levels of student anxiety, disengagement, and disruptive behaviour.
The response to this crisis has been polarising. Some schools have implemented strict, zero-tolerance behaviour policies, believing that firm boundaries are essential for learning. Others have adopted a more relational approach, recognising that behaviour is often a symptom of deeper challenges young people face outside the classroom.
Working closely with young people has shown me how deeply their experiences shape their behaviour. I’ve witnessed students walk into our centres frustrated after a challenging day at school or withdrawn because of difficulties at home. Over time, I’ve come to view behaviour as a language – a way for students to express that they’re tired, overwhelmed, or simply finding the work too hard. So, what should we do when it comes to managing this behaviour?
Strictness vs. support: the behaviour debate
Two London schools that take contrasting approaches illustrate this debate well. Michaela Community School, known for its no-excuses discipline, believes that rigid behaviour systems create stability and academic success, particularly for disadvantaged students. By contrast, Morpeth School has significantly reduced its exclusions by embedding a relational approach – training teachers to understand behaviour as a form of communication rather than simply an issue to be punished.
Neither approach is necessarily “right” or “wrong.” Structure and consistency matter. So do relationships and understanding. The challenge is striking the right balance – creating an environment where young people feel safe, respected, and able to meet high expectations.
What I’ve learned at IntoUniversity
At IntoUniversity, we have the privilege of working with thousands of young people across the UK—each one unique, with their own interests, strengths, and challenges. For example, we support individuals with additional needs, those who are care-experienced, and young people facing suspension or exclusion. Our approach to behaviour management is rooted in positivity and trauma-informed practice. Through this work, I’ve gained valuable insights into what makes an inclusive learning environment that supports a young person to behave positively.
I’ve seen firsthand that students flourish when they feel genuinely seen and heard. A simple warm greeting at the door goes a long way. When students know they’re entering a space where they are respected and understood, they are more likely to engage positively.
One of the most important lessons for me has been that good behaviour isn’t something that just happens—it’s something we teach. I’ve learned that abstract expectations, like “acting sensibly,” need to be explained, modelled and demonstrated for students to understand what this concept means in practice. Establishing clear routines helps students understand what’s expected of them. Over time, reminders and regular reinforcement help turn these routines into habits, making the classroom a more predictable and supportive space.
Consistency has proven to be crucial. When I apply expectations uniformly, students quickly understand the boundaries of acceptable behaviour. If a behaviour needs addressing, respond immediately and follow through with set consequences. Consistency builds trust and ensures students understand the boundaries—not as a punishment, but as a framework that helps them succeed.
I’ve learnt that catching young people doing the right thing is just as important as correcting missteps. It’s important to acknowledge the small wins, for example I might say “I know you found it hard to stay focused today, especially at the start, but I noticed you tried really hard for the last 10 minutes. That’s a step in the right direction—well done!”
I remember one student who joined our centre after being excluded from multiple schools. Their low self-esteem had taken a toll on their attitude toward learning, and initially, we struggled to build a positive relationship with them. However, by consistently offering them a fresh start in a supportive learning environment – coupled with clear expectations, individualised support, and plenty of praise – we began to see a transformation. They revealed a sense of humour, excelled in basketball and maths, and showed genuine curiosity across school subjects. After just six months, they were engaging positively with their learning in our classroom, and their parents noticed the change at home as well.
So, where do we go from here?
There’s no one-size-fits-all approach to behaviour management. What works in one setting may not work in another. But with exclusion rates at an all-time high, it’s clear that something needs to change. If the sector relies on suspensions and other forms of punishment in response to challenging behaviour, we risk pushing the most vulnerable students even further from education.
I still remember some of the negative things teachers and mentors said to me when I was in school and I encourage staff to think back to these encounters when delivering training on behaviour management. The moments where we feel misunderstood and excluded—tend to stay with us, especially from our school years. But just as vividly, I remember the teachers and mentors who believed in me. Their support had a significant impact on my educational successes (and beyond). Like many of my colleagues at IntoUniversity, I was inspired to work in education because of those who made a difference in my life. Now, more than ever, it is crucial to be motivated by that purpose.
Schools and educators have a difficult job. They need to balance firm boundaries with understanding, discipline with empathy. At IntoUniversity, we believe that structure and support are not mutually exclusive—they go hand in hand. When young people feel safe, valued, and capable of success, they are far more likely to rise to high expectations.
Our focus should be on creating environments where all young people, regardless of background, have the opportunity to succeed.
