Building Positive Cultures in Schools

In England, the Department for Education’s latest survey has brought national attention to what Education Secretary, Bridget Phillipson, has described as a “behaviour crisis.” Teachers report that seven minutes out of every 30 are lost to disruption, equivalent to 45 days of missed learning for every child each year.

For senior leaders, these figures underline what many already know. Behaviour is not simply a classroom challenge, it is a whole-school priority that affects attainment, staff retention, parental trust, and the wellbeing of pupils and adults alike.

Understanding the “why” behind behaviour

The starting point for effective behaviour support must always be understanding why we’re seeing a particular behaviour. Every behaviour communicates something, and when staff are able to look beyond what they see and identify the needs that drive behaviour, they are better placed to respond effectively.

This is not about excusing poor behaviour, but about ensuring that children receive the right support at the right time. Classrooms that focus on understanding behaviour become calmer, more consistent, and more purposeful environments. For leaders, this means equipping staff with the skills to see beyond the surface of behaviour and to feel confident in their responses.

From reactive responses to proactive cultures

Many schools find themselves caught in a cycle of reacting to behaviour incidents as they occur. Senior leaders know that this is both exhausting for staff and ineffective in the long term. Real transformation comes when schools move from reactive approaches to proactive ones.

Proactive behaviour cultures are built on prevention and early intervention. They involve giving staff practical strategies to de-escalate situations, embedding consistent approaches across the school, and creating systems that reduce risk for everyone.

This approach protects learning time, but it also improves the wider culture of the school. When pupils feel supported and understood, they are more likely to engage positively. When staff feel confident and secure, they are better able to focus on teaching. For leaders, the challenge is to ensure that proactive approaches are not left to individual teachers to interpret, but are embedded across the organisation as part of a shared culture.