Reframing Behaviour: Perception vs Reality

Please note: this article discusses perceptions of behaviour in UK schools. For an international school perspective, please follow this link.

The National Behaviour Survey report from the DfE, published in April 2024, explored four key areas of behaviour in primary and secondary settings in England:

• • school behaviour culture and policy

• • school environment and experience

• • prevalence and impact of misbehaviour

• • responding to behaviour

Across all four areas of the research, there were variations, sometimes significant ones, between the responses of different stakeholders, such as leaders, teachers, students and parents.

For example, the survey showed that in May 2023, 82% of school leaders said behaviour was either ‘very good’ or ‘good’ in the past week, versus 55% of teachers. For students, that figure was 43%. Generally, school leaders tended to give more positive responses than teachers, who, in turn, were more likely to give more positive responses than students.

But why do perceptions of behaviour vary so widely?

In our latest think piece, we explore some of the factors that might explain the varying perceptions of behaviour and offer 5 key focus areas to help schools and educators further develop a coherent, joined-up approach to behaviour support.

Download your copy of our think piece, Reframing Behaviour: Perception vs Reality.