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- What factors may impact on students behaviour?
There are many factors that may have an impact on a students behaviour within the school setting. These factors can very and range from developmental issues to environmental impacts. They will become antecedents (see next page) or stressors/triggers (see next page).
It is important that those working with the student is able to identify why children behave the way they do, so that they can develop and use strategies to prevent, behaviour, guide behaviour and to assist students to manage or regulate their own behaviour.
1a. Factors within the individual:
1a. Factors within the individual:
age and/or developmental abilities
knowledge of behaviour expectations
learning difficulties
short attention span - student cannot concentrate for as long as fellow students on a task and so begins to communicate frustration or 'mess around'
lack of reaction to stimuli or over-reaction to same - the teacher presents an interesting piece of music with images to stimulate thinking in an art class but the stimulation is too much for one student who responds by yelling out, using a loud voice, needing a break.
control of bodily functions - a student is over-excited and needs to go to the toilet more frequently, or gets too hot and loses their temper as they are unable to communicate what is happening to them
unduly violent reactions to certain stimuli, unexpected or new situations / changes to routine - a student who needs routine and does not receive warning of a timetable change may refuse to work, tantrum, meltdown, scream and yell
tiredness - too tired and the response to an event in class can be tears, yelling, refusal to work.
impaired capacity for sensory intake - a student might struggle to listen after completing a task; may struggle to cope in a noisy or very bright environment
delayed cognitive development - student might struggle to follow instructions or to understand what is being said and become very frustrated very easily
limited communication skills - unable to communicate that they need a break, that they are feeling tired and so responses are loud, abrupt, violent, withdrawn
limited social skills - does not know how to play with others so takes toys or equipment, pushes when things don't go the right way etc.
health status, including mental health
Behaviour disorders - Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), Autism Spectrum Disorder (ASD)
1b. Factors within the school environment;
1b. Factors within the school environment;
appropriate stimulation and equipment including classroom setup that is suitable for the student's age and developmental stage
whether the educational program is based on the developmental needs, interests and experiences of each of the students and is sensitive to individual differences
adult/student relationships – when interactions between staff members and students are positive, respectful, engaging, caring and supportive, student confidence, abilities and self-esteem are enhanced
student/student relationships - interactions are encouraged to be positive, respectful, engaging, caring and supportive
the environment – for instance where is the student sitting, location of equipment, temperature ventilation, lighting
consistency in care – students need reliable and consistent adults who keep them physically and emotionally safe and know their individual needs to enable them to develop the skills necessary for self regulation such as self-esteem, confidence and trust
student culture, community and family and any differences between home and school; cultural safety at school etc.
behaviour guidance practices and whether they are effective, appropriate and consistent
social expectations and situations
1c. External factors:
1c. External factors:
lack of security including food, clothing, heat, transport, money, work
family relationships
changes to family circumstances
an event that has occurred in the community
limited social experiences
cultural expectations, experiences and child rearing practices
exposure to drugs, alcohol
the student’s emotional development
temperament
different expectations of acceptable behaviour at home - may impact their behaviour within the school environment.
change in a family such as moving to a new house, the birth of a baby, serious illness or death of a family member could influence the students behaviour.
different cultural expectations for children of different genders, ages or birth order
cultural values around appropriate behavioural expectations such as eye contact or no eye contact, responding to an adult or keeping silent.
different expectations on the role of all members of the family such as the role of mothers versus fathers, respect paid to elders, the role of other extended family members.
different cultural values and respect placed on education and on educational outcomes.
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