Behaviour and relationships

Creating a truly inclusive approach to behaviour does not mean lowering expectations, it means understanding students so that all of them can meet high standards with the right support.

As teachers and school leaders, we know that behaviour is communication. When students struggle, it’s often a sign that something else is going on, an unmet need, a difficulty regulating emotions, or a sense of not feeling safe or understood. By recognising this, we can respond with strategies that keep our expectations high while offering the guidance and consistency that students need to succeed. Inclusive behaviour approaches, grounded in national guidance and models like PACE and Emotion Coaching, help us build strong, trusting relationships where students are more likely to feel secure, respected, and ready to learn.

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Crucially, inclusive practice also builds intrinsic motivation, students start to behave well not just to avoid sanctions or gain rewards, but because they feel a sense of belonging, autonomy, and purpose in their learning.

When young people feel valued, heard, and supported, they are more likely to take responsibility for their choices and develop the self-regulation skills they need beyond school. By combining clear routines, restorative practice, and a whole-school culture of respect, we reduce incidents of poor behaviour and exclusion and we create classrooms where all students, especially the most vulnerable, can thrive.