Responding to impulsive behaviour - what if they just don't stop!

Persistent disruptive behaviour—such as calling out, making noises, commenting, swinging on a chair, or wandering around the classroom—can feel deeply demoralising and disempowering for teachers. So how should staff respond? Should they challenge it, ignore it, or use “protective consequences”?

I believe teachers need time to reflect with colleagues on why a pupil or young person is showing these behaviours before deciding how to respond. Possible factors might include neurodivergence, low self-esteem, limited resilience, a specific learning difficulty, or attachment difficulties. If the behaviour has been recurring over time and the pupil seems unaffected by consequences, one or more of these factors may well be present.

In many cases, these behaviours are responses to the pupil’s environment and to anxiety they may not even recognise themselves. That anxiety can be masked by bravado, so the pupil may appear overly confident or self-assured.

Some behaviours may look deliberate or attention-seeking, but they may also have been reinforced over time by the reactions of both pupils and staff. In that sense, they can become a way of gaining peer approval by playing the class clown.

Here are some strategies I have found helpful over the years:

1.        Try not to ignore the behaviour. Other pupils will notice it, and even small reactions from them can reinforce impulsive behaviour.

2.        Instead of telling the pupil to stop—which may feel like a demand and increase anxiety—ask if they are okay, whether they know what to do, or whether they need help.

3.        Use movement intentionally. Move around the room, stand at the back, or position yourself closer to the pupil. Where appropriate and in line with your school’s positive touch policy, contingent touch may also offer reassurance and connection.

4.        Keep the pupil in mind. Notice when they are on task and use subtle positive reinforcement 😉🙂👌👍. This reassures them that they are seen, valued, and thought well of by the teacher.

5.        Non-direct communication, or cross talk, can be very effective. Used with a colleague or rhetorically, it allows you to wonder aloud whether everything is okay or express concern about the pupil’s wellbeing without creating confrontation or escalating the situation.

6.        Humour can often defuse behaviour effectively. Sometimes the pupil’s comments are genuinely funny, and it is okay to laugh.

7.        Finally, make sure you are okay too. These behaviours are usually not deliberate or personally directed at you.

I have delivered a number of successful and well-received workshops for teachers, support staff, and lunchtime supervisors on responding to these challenging behaviours. I would be very happy to discuss leading a workshop in your school.