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How To Deal With Challenging Behaviour in Secondary Schools
19 Jun, 20251-2 minutes
In this blog, you will learn:
- How to deal with challenging behaviour in secondary schools.
- How to use discipline as a tool for growth.
- Acceptable but effective forms of discipline for challenging behaviour.
- Discover more about our education recruitment services.
Secondary schools are dynamic environments and behavioural issues and challenges are to be expected. According to the Teachers Union, in the last 12 months, 40% of Teachers experienced physical abuse or violence from pupils, while 85% reported verbal abuse or violence from pupils. The report also found backchat and rudeness are the most common behaviours (96%) followed by being sworn at (76%).
With the high number of violent outbursts, inappropriateness and challenging behaviour in the classroom, schools are encouraged to improve their approach to behaviour and continually work to maintain high standards in the classroom.
However, in secondary schools, meeting behaviour expectations can be particularly challenging as students navigate adolescence. At this stage in their development, young people tend to test boundaries, seek peer approval, or exhibit behaviours that stem from personal struggles or difficulties with emotional regulation.
Responding to misbehaviour can be difficult but Teachers and Teaching Assistants have a duty of care to students' learning, wellbeing and safety, all of which can be compromised when challenging behaviour escalates.
From understanding the roots of the behaviour to encouraging positive reinforcement, discover how to deal with challenging behaviour in secondary schools to prioritise meaningful education.
How to deal with challenging behaviour in secondary schools
5 ways to deal with challenging behaviour in secondary schools:
- Understand the roots of the behaviour.
- Identify patterns early.
- Equip staff with practical strategies.
- Manage misbehaviour with purpose.
- Respond positively to good behaviour.
Understand the roots of the behaviour
To deal with challenging behaviour and prevent it from recurring or escalating, it’s important for teaching staff to determine the causes of the behaviour. There are several reasons why students may exhibit challenging behaviour or struggle to regulate their emotions - actions which can be perceived as disruptive, defiant or disengaged behaviour.
These behaviours often stem from factors that impact a student’s ability to learn including Special Educational Needs and Disabilities (SEND), Social Emotional and Mental Health (SEMH) challenges or external factors, bullying, exam stress or circumstances outside of school.
Once a Teacher has identified the causes and triggers of challenging behaviour they can devise strategies to ensure students have a positive experience in the classroom without disruptions or challenges.
Understanding the reasons behind a pupil's disruptiveness can help Teachers to ensure that students feel understood and give them the confidence to thrive in an inclusive environment.
Identify patterns early
Instead of simply reacting to challenging behaviour, educators should focus on identifying early signs and triggers to prevent issues from escalating and reduce the likelihood of students becoming disruptive or defiant. Identification might include noticing when certain behaviours occur such as at specific times of day, during particular subjects, or following social interactions.
By communicating with students and creating positive relationships, Teachers can gain insight into behaviour, identify patterns and intervene earlier. This allows teaching staff to adapt their teaching approaches and classroom routines, apply personalised support and create a more stable learning environment for all students.
Equip staff with practical strategies
By law, all state schools must have a behaviour policy in place with measures to prevent all forms of bullying among pupils. Staff, pupils and parents must be informed of the policy to ensure challenging behaviour is dealt with in the proper and most efficient way, to create a positive and safe environment.
A school behavior policy uses a variety of strategies to set clear expectations and promote positive behaviour, however one strategy doesn’t work for all. It’s important for schools to better understand pupils' behaviour and through training and practical strategies, teaching staff may find it easier trying different approaches to identify issues and de-escalate situations.
Schools can equip staff with practical strategies and opportunities to learn through behaviour training, scenario based role play and peer coaching. This ensures staff understand how trauma, neurodiversity or mental health needs such as anxiety can influence behaviour.
Investing in Continuous Professional Development, that covers de-escalation techniques, trauma-informed practice and classroom management, ensures consistency across staff and equips them with practical strategies for behaviour management.
Manage misbehaviour with purpose
When school staff become aware of misbehaviour, they should respond promptly and assertively in accordance with the school behaviour policy. How a Teacher or Teaching Assistant responds to misbehaviour may differ depending on the severity of the misbehavior, the situation and the school’s own behaviour policy.
The most important thing is for Teachers to de-escalate the situation and guarantee the safety of all pupils. Some disciplinary measures may be minor interventions like verbal warnings or loss of privileges, whereas some may be more serious measures like detention or suspension.
In extreme cases and after a quick risk assessment, the safest option to deal with challenging or violent behaviour may be to remove the pupil from the classroom.
Challenging behaviour requires a tailored response from teaching staff and it can be beneficial to involve or consult parents for additional support. Communication and collaboration with parents, SENCOs and pastoral staff can result in meaningful conversations and sanctions that help improve behaviour and monitor behaviour management.
With a constructive response to poor behaviour, students can learn from their mistakes and develop the self-awareness and tools they need to make more positive choices moving forward.
Respond positively to good behaviour
It isn’t just misbehaviour that requires a response from teaching staff, good behaviour deserves attention in the form of praise and recognition. Students often need clear guidelines for acceptable behaviour and positive reinforcement is an effective way to influence how students choose to act in the classroom.
Creating clear expectations and consistent boundaries helps students to understand good and bad behaviour in the classroom and those that behave well, set an example for others. From well behaved peers, students are able to learn desired behaviour and adapt their own actions, creating a ripple effect that strengthens the overall classroom environment and supports a positive school culture and sense of community.
It’s important that staff respond to behaviour in a consistent and fair manner so pupils know with certainty that misbehaviour will always be addressed and that good behaviour is encouraged and praised.
Using recognition and praise to reward good behaviour can encourage repetition of desired behaviour and instill good traits in students, even at secondary age. Pupils learn that motivating choices lead to meaningful outcomes, reinforcing a culture where positive conduct is valued just as much as academic performance.
How to use discipline as a tool for growth
Disciplinary action should be more than just a consequence, it should serve as a learning opportunity. Traditionally, discipline methods in schools were a reactive response focussed on punishment, consequence and control, rather than a range of supportive strategies aimed at behaviour improvement, emotional development and long-term change.
It’s important that secondary schools understand that effective discipline isn’t about punishment but rather about helping students understand the impact of their behaviour and supporting them in making better choices moving forward.
Using discipline as a learning opportunity and behaviour modification can support growth and learning in students. When used thoughtfully, disciplinary measures can reinforce boundaries, build accountability and promote long-term behaviour change at a crucial stage in a pupil’s life.
What are acceptable but effective forms of discipline for challenging behaviour?
Examples of behavioural sanctions may include:
- A verbal warning and reminder of expected conduct.
- Setting a written task to encourage accountability.
- Loss of privileges such as participation in extracurricular activities or social time.
- After school or lunchtime detention.
- School based community service, such as tidying a classroom.
- Community service such as supporting a school event.
- Suspension.
- In the most serious of circumstances, permanent exclusion.
Recruit teaching staff
As a specialist education recruitment agency, we support mainstream and SEND schools with their temporary, permanent and temp-perm staffing needs.
We currently work with hundreds of schools and have exclusive access to some of the best Teachers and Teaching Assistants in the North West.
If you’re struggling to fill a teaching vacancy, why not get in touch with one of our team to see how we can help?
- Primary schools - Jimmy Callagher
- Secondary schools - Liam Jones
- SEND schools - Jamie Heath
Teaching jobs
If you’re searching for your next teaching job, why not take a look at the latest teaching vacancies, or simply upload your CV to be notified when a relevant position becomes available.
Who is Spencer Clarke Group?
Established in 2017, we’re an award winning and progressive recruitment agency based in the heart of the North West. Our reputation is built on trust, expertise and an unwavering commitment to exceed expectations.
In 2024, we were named Recruitment Agency of the Year at the prestigious Recruiter Awards, an accolade we are extremely proud of.
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