Behaviours that challenge and disrupt in schools across Wales: 2025

This report presents the findings of research into behaviours that challenge and disrupt in schools across Wales.

Main findings

• Teachers reported a noticeable increase in the frequency and intensity of challenging behaviours, compounded by pre-existing trends exacerbated by the coronavirus (COVID-19) pandemic.
• In addition to behavioural concerns, many learners exhibited heightened anxiety and emotional distress, reflecting broader post-pandemic mental health challenges.
• Teachers reported a noticeable increase in difficulties adapting to structured school environments that impacted learners' ability to engage successfully with classroom expectations.
• A recurring theme 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.
• Main themes include the need for clear expectations, encouraging prosocial behaviours i.e. behaviours or actions that are intended to benefit others or contribute to the wellbeing of society, positive reinforcement, and the embedding of pupils’ emotional well-being into all aspects of school life and learning.
• 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, learner voice and policymakers.