Behaviours that challenge and disrupt in schools across Wales: effective strategies and mitigations, 2025 (summary)

This study was commissioned to explore current trends in challenging behaviours, evaluate evidence-based strategies for encouraging positive behaviours, and identify gaps in both research and practice. The need for this work has become even more pressing following the pandemic as schools face increasing behavioural challenges.

Many teachers report a noticeable drop in prosocial behaviours i.e. behaviours or actions that are intended to benefit others or contribute to the wellbeing of society and a rise in disruptive behaviour, ranging from verbal defiance to physical aggression, negatively impacting other learners and placing additional strain on staff well-being and school resources. This trend is further evidenced by a substantial increase in school exclusions over recent years.

These issues are compounded by wider societal and systemic factors, such as socio-economic disparities (Institute for Fiscal Studies, 2022 ^{[footnote 1]}), changing classroom dynamics (Education Endowment Foundation, 2021 ^{[footnote 2]}), technology integration, and diverse learning needs. Recognising the complexity of these challenges, this study aims to provide actionable insights and evidence-based recommendations to inform future policy and guidance in Wales.

Update and expand national guidance

Welsh Government should revise and expand national guidance to support schools. This should include:

• guidance on effective frameworks that work to build positive school cultures, such as School-Wide Positive Behaviour Support (SWPBS), emphasising proactive strategies, developing relationships, and whole-school approaches to foster consistency and inclusivity
• guidance on effective classroom practice should be revised and updated to reflect the post-covid contexts in schools, and the skills teachers need to create a positive, inclusive classroom environment
• the impact of adverse childhood experiences (ACEs) and other contextual factors when developing behaviour policies, ensuring they are responsive to the needs of their communities
• practical resources for leadership teams, guidance for early identification of emerging needs, and clear links with whole-school wellbeing frameworks (e.g., SWPBS, WSAEMW, ALNET)
• guidance on structured social and emotional learning (SEL) programmes to systematically develop emotional literacy, resilience, and relational skills at the universal (Tier 1) level
• guidance should explicitly discourage zero-tolerance, punitive, and highly coercive behaviour management models, which are inconsistent with the current evidence base and tend to encourage disengagement

Enhance professional learning for teachers and leaders

Welsh Government should develop a national professional learning programme for teacher and leaders that includes:

• a focused on whole-school behaviour frameworks (such as SWPBS), including a focus on relationship building and restorative approaches
• prioritise practical classroom strategies, trauma-informed de-escalation, and inclusive relational approaches
• embed opportunities for regular reflective supervision or coaching to support teacher well-being and resilience
• strengthen initial teacher education (ITE) and induction programmes by embedding structured, evidence-based training on classroom management, positive behaviour frameworks, and the creation of nurturing environments
• ensure that early-career teachers are supported to develop practical, relational skills in behaviour prevention and de-escalation as a core element of professional competence

Strengthen early speech, language and communication teaching approaches to prevent later behaviour challenges

Welsh Government should highlight the relationship between early communication skills and positive behaviour. This should:

• include a clear understanding and provision of a systematic, evidence-based approach to early language and reading instruction, providing all learners with the best possible opportunity to develop secure and functional literacy skills by the end of primary school
• recognise early communication difficulties as a key risk factor for later disengagement, challenging behaviour, absenteeism, and exclusion, and treat early support as both an academic and behavioural prevention strategy
• ensure that behaviour and wellbeing policies are aligned with CfW guidance including enabling learning, with a particular focus on supporting vulnerable learners, including those eligible for FSM and those with ALN

Invest in effectiveness research in Wales

While international evidence provides a strong foundation, evaluating the feasibility and effectiveness of these frameworks in the specific cultural and educational context of Wales is essential. Such research will inform policy development, identify best practices, and ensure interventions are tailored to local needs. This research needs to:

• enable long-term studies into the implementation and impact of whole-school behaviour frameworks in Wales
• focus on evaluating contextual fit, sustainability, and outcomes for diverse learner groups, including those with ALN
• encourage schools to develop early-warning data systems to track low-level disruption, disengagement, and soft signs of emotional or behavioural difficulty
• promote partnerships between schools and HEIs to co-develop evidence-based strategies grounded in real classroom experience
• build close-to-practice enquiry and research and peer networks to support reflective professional growth

Enhance support to families

• Strengthen school-family partnerships by offering accessible workshops, coaching, and resources for parents/carers on emotional coaching, positive behaviour support, and school-home consistency.
• Embed family support as a key strand of a community-focused school models.

Address and promote wellbeing through nurturing school environments

• Support the adoption of whole-school approaches that explicitly develop pupils' emotional literacy, emotional regulation, and relationship skills as a part of the Curriculum for Wales.
• Recognise that behaviour change is most sustainable when wellbeing and emotional skills are nurtured systematically and universally.

Provide targeted support for secondary schools

Provide tailored guidance and resources to address the unique challenges faced by secondary schools. This should include:

• supporting leadership teams to ensure whole-school consistency in developing positive learning environments
• encouraging restorative practices to strengthen relationships and resolve conflicts constructively with staff and learners
• support structured transition planning between phases
• expand peer mentoring programmes and restorative practices
• developing specialist pastoral support teams to address early signs of disengagement

Employ behaviour specialists in each local authority

Each local authority should appoint behaviour specialists who can:

• support schools to design and implement proactive and inclusive behaviour frameworks
• deliver professional learning and coaching on whole-school, trauma-informed and relational practices
• assist in data-led early intervention and bespoke support planning for learners with complex needs
• facilitate communities of practice across local schools to share effective approaches

This study employed a multi-method approach to ensure a comprehensive exploration of behaviour management practices across diverse educational contexts. This included:

• a rapid review of existing literature
• establishment of an Advisory Panel of key stakeholders within the Welsh education system to provide expert advice
• semi-structured interviews and focus groups with key stakeholders, which included headteachers, teachers, support staff, parents, and pupils. Twenty-three participated in total.
• three case studies focused on schools that had successfully implemented positive, universal behaviour policies in their respective context and aimed to uncover and showcase examples of best practice at both the primary and secondary levels, and within an ALN context offering practical insights to help inform future policy and practice

The rapid evidence review was restricted to a specific timeline to fit within the bounds of the research timeline. Although it represents a systematic search of the main evidence database in this area, a full systematic review of effectiveness research was not possible. Most of the studies selected were also conducted with primary or elementary pupils in America, with only one with exclusively secondary age pupils. This means that the effectiveness summary only really relates to primary settings and there is a need for further research in the secondary sector.

A limitation of the qualitative element of the project was the small number of pupil participants. The learner focus group was limited in size and drawn from a single case study school, which may restrict the generalisability of the findings. While the perspectives shared provided valuable insights into learner experiences, broader pupil consultation across a more diverse sample of settings would be beneficial in future research.

A further limitation concerns the context of the qualitative case studies and practitioner interviews. While they offer important illustrations of effective practice, participants were largely drawn from settings that had volunteered to share examples. As such, the findings may reflect a degree of positive practice bias and may not fully capture the experiences of schools facing more entrenched challenges.

While the report identifies a range of evidence-informed frameworks and strategies, it was beyond the scope of the study to systematically examine the practical barriers to implementation across different contexts, such as workload pressures, resource constraints, or variation in staff expertise. Future research should explore these factors in greater depth to support scalable and sustainable practice development across the Welsh education system.

Post-pandemic shift in learner behaviour and mental health

Teachers reported a noticeable increase in the frequency and intensity of challenging behaviours, compounded by pre-existing trends exacerbated by the COVID-19 pandemic. In addition to behavioural concerns, many learners exhibited heightened anxiety and emotional distress, reflecting broader post-pandemic mental health challenges. Developmental gaps and difficulties in emotional regulation were also identified as key factors impacting behaviour, with issues such as underdeveloped communication skills, including delays in expressive and receptive language development, which impacted learners' ability to engage successfully with classroom expectations. Teachers reported a noticeable increase in difficulties adapting to structured school environments that impacted learners' ability to engage successfully with classroom expectations.

Universal approaches to building a positive school culture

A recurring theme across the study was the need for a universal approach to foster a supportive and inclusive environment i.e. approaches that are used across the school, in all classrooms, with all pupils, with the aim of reducing inappropriate or disruptive behaviour. Building positive relationships, knowing the learner and adopting trauma-informed practices, emerged as pivotal strategies. Teachers also highlighted the importance of consistency, transparency, and proactive approaches to behaviour management that are key principles in SWPBS. Collaborative multidisciplinary working, involving partnerships with families and external professionals, was emphasised as an essential component of this approach.

Opinions about ineffective behaviour management practices

Some participants expressed concerns about certain ineffective practices in behaviour management. Coercive and punitive approaches were deemed counterproductive, while reactive, inconsistent, and unpredictable strategies were highlighted as contributors to further behavioural challenges.

Case study core findings

The case studies highlight the importance of tailored behaviour management strategies across different educational contexts, whether focused on universal behaviour policies or targeted support for learners with additional needs. Key themes include the need for clear expectations, encouraging prosocial behaviours, positive reinforcement, and the embedding of pupils’ emotional well-being into all aspects of school life and learning.

Stakeholder engagement—staff, parents, and pupils—emerged as a critical factor in fostering success. Each setting demonstrated that bespoke approaches, such as restorative practices, individualised support, and values-based frameworks, can address unique challenges effectively whilst still operating within the principles of a universal approach. The findings underscore the value of inclusivity, collaboration, and continuous reflection in achieving sustained improvements in behaviour and school culture.

The literature review similarly highlighted that proactive, positive, whole-school approaches implemented with fidelity are effective in promoting prosocial-behaviours and reducing the risk of disruptive and challenging behaviours.

Discussion

The findings of this study highlight the complexity of preventing and responding to disruptive and challenging behaviours in schools, particularly in the wake of the COVID-19 pandemic. The significant increase in behavioural challenges reported by school staff, alongside gaps in communication and support systems, underscores the urgent need for a proactive and consistent approach to behaviour management nationally. The findings point to the importance of fostering a positive and inclusive school culture, where emotional well-being and behaviour management are prioritised and embedded throughout all aspects of school practice and policy.

Evidence from both the literature review and the stakeholder interviews highlights the value of universal approaches, such as School-Wide Positive Behaviour Support (SWPBS) and trauma-informed practices, for promoting prosocial behaviours and mitigating disruptions. These strategies emphasise the importance of building strong relationships, adopting consistent policies, and involving all members of the school community—including staff, parents, and pupils—in creating nurturing and supportive learning environments.

The case studies further illustrate how tailored interventions, whether focused on universal behaviour policies or targeted support for learners with additional needs, can yield positive outcomes when implemented with fidelity. However, the variability in perceptions among parents, combined with concerns about the effectiveness of certain interventions, highlights the need for clearer communication, enhanced professional learning for staff, and a collaborative effort to ensure consistency and fairness.

Ultimately, this study highlights the need for sustained investment in evidence-based practices, professional learning, and research tailored to the Welsh context. Addressing these challenges through universal approaches will strengthen behaviour management while fostering inclusive, nurturing environments that promote wellbeing and academic success for all learners.

This study has highlighted the pressing challenges faced by Welsh schools in preventing and responding to disruptive and challenging behaviours, particularly in the aftermath of the COVID-19 pandemic. The findings emphasise the importance of adopting evidence-based, whole-school approaches that prioritise emotional wellbeing, consistency, and inclusivity. By fostering strong relationships, ensuring transparent communication, and implementing universal and targeted strategies, schools can create environments where all learners feel supported and empowered to thrive.

While examples of good practice exist, the variability in implementation and perceptions points to the need for updated guidance, enhanced professional learning, and closer collaboration between schools, parents, and policymakers, learner voice. Addressing these challenges holistically will not only reduce disruptive behaviours but also contribute to a more equitable and supportive education system that benefits learners, staff, and families alike.

The findings and recommendations from this report aim to guide the development of effective policies and practices, supporting the Welsh Government’s commitment to creating inclusive, nurturing school environments where every learner can achieve their potential.

Report author: Dr Amy-Hulson-Jones ^{[footnote 3] [footnote 6].}, Dr Millie-Blandford-Elliot ^{[footnote 3]}, Dr Margiad Williams ^{[footnote 3]}, Dr Maggie Hoerger ^{[footnote 3]}, Dr Richard May ^{[footnote 5]}, Dr Emily Groves ^{[footnote 5]}, Dr Adina Grigorie ^{[footnote 3]}, Dr Richard C. Watkins ^{[footnote 3] [footnote 4]}, Dr Steve Noone ^{[footnote 3]} and Professor J. Carl Hughes ^{[footnote 3]}

Views expressed in this report are those of the researchers and not necessarily those of the Welsh Government.

For further information please contact:
Schools Research Branch
Social Research and Information Division
Welsh Government
Cathays Park
Cardiff
CF10 3NQ

Email: SchoolsResearch@gov.wales

Social research number: 41/2025
Digital ISBN: 978-1-83715-736-5

[1] Education Inequalities (Institute for Fiscal Studies (IFS))

[2] Improving Behaviour in Schools | (Education Endowment Foundation (EEF))

[3] Collaborative Institute for Education Research, Evidence and Impact (CIEREI), Bangor University

[4] North Wales Regional School Improvement Service (GwE)

[5] Faculty of Life Sciences and Education, Applied Psychology Research and Innovation Group, University of South Wales

[6] Advisory Outreach Support Teacher, Pupil Referral Unit (PRU)