Using Neuroscience to Understand Children’s Behaviour

When we think about behaviour, especially in children and young people, it can be easy to focus on what we see externally. Often, it can feel as though behaviour comes ‘out of nowhere’.

But what if behaviour is driven by a complex interplay of brain activity, brain development, and past experiences?

Neuroscience offers us a powerful lens through which to understand behaviour more deeply and more compassionately. Building our knowledge of how the brain works, and factors that influence its development, can transform the way we see, respond to, and support behaviour in our organisations.

Behaviour is the ‘language’ of the brain

At its core, all behaviour is a form of communication. It’s how a child tells us, ‘I’m overwhelmed’, ‘I don’t feel safe’, or even, ‘I need connection’. 

When we understand the underlying brain processes, we begin to realise that many behaviours are not deliberate choices. Instead, they are automatic responses driven by how the brain has developed, how it reacts to stress, and what it has learned from past experiences.

Many children and young people may not yet have the tools or the neurological development to respond calmly or rationally in challenging moments. That is where understanding neuroscience comes in.