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This content is taken from the Ambition School Leadership's online course, Challenging Behaviour: Strategies for Helping Young People. Join the course to learn more.

Children's behaviour

The development of children’s brains has a huge impact on their behaviour, as do factors that are largely outside of schools’ control. You will be introduced to an overview of how the brain develops during the teenage years and also asked to consider how you might respond to Ofsted’s suggestion that cross phase partnerships between Key Stages 2 and 3 should be developed in their article ‘Key Stage 3: the wasted years.’ You will also be introduced to a piece of research undertaken by the Department for Education that investigates family stressors and how they impact on children’s outcomes.

Read through the articles provided at the bottom of this page that outline some of the reasons that children can appear to be so challenging, take risks and not be interested in what adults have to say. Whilst they comment on the development of the teenage brain in particular, the behaviours discussed are also relevant for primary colleagues.

Differences in children’s outcomes have been shown to emerge early in life and to be linked to both family circumstances, such as social disadvantage, and to parenting behaviours, like parenting style and activities with the child. Ofsted have also produced a report outlining the importance of Key Stage 2/3 transition and cross phase working during this important transitional time in children’s lives.

When reading the articles, consider the impact of brain development, and stressors outside of schools’ control that can impact on childrens’ behaviour. Share any reflections in the comments section below and expand upon your reflections using this week’s learning journal.

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This article is from the free online course:

Challenging Behaviour: Strategies for Helping Young People

Ambition School Leadership