Education Adviser, Jo Perrin, discusses the crucial links between behaviour and safeguarding concerns, highlighting specific scenarios commonly seen in schools…

We have all heard the phrase “all behaviour is communication”. It’s true, mammals communicate in a variety of ways, not all of which is vocal.  

If we relate that to the children in our care – what do their different behaviours really mean? The subtleties of tone, of carefully chosen words, of retreating to a certain location or of real dysregulation? 

Sometimes “behaviour” is absolutely clear in its intended meaning. A child is communicating to an adult in the way they know will get the response they desire. Adults understand and the need is met.  

At other times, a child may be in deep distress – they cannot control their emotions, which might seem extreme to the person observing. Perhaps they are aggressive, highly emotional or perhaps the child has shut down verbally?  

Reframing ‘Good’ or ‘Bad’ Behaviour

Tradition in society tells us behaviours are “good” or “bad”. We are pack animals and socially acceptable “good” behaviour is expected if we want to be a part of the pack and not excluded.  

Traditional school behaviour policies follow this model – rewards for “good” behaviour and sanctions for “bad” behaviour.   

Some policies have moved on from this and now talk of restorative practice, trauma informed strategies and so on.  This is great news – as the reasons behind  behaviour are starting to be recognised and hopefully addressed. 

If this is something you would like to explore further, check out our new online (self-study) course – Behaviour as Communication.

What We see vs. What’s Really Going On 

It’s the typical iceberg model – the behaviour is the bit you see above the water line, but underneath there is a huge, unseen, yet powerful, mix of thoughts and feelings about any given situation. 

Getting back to safeguarding – the thoughts and feelings, the unseen and often unspoken part of a child’s life may be causing significant harm. 

The child may be being abused or severely neglected. If we only treat the behaviour and don’t look below the water-line, we are neglecting a child’s needs.   

If behaviour is truly communication – what distress might the child be communicating? 

Here are some scenarios commonly seen in a school: 

1. A child has been quiet and seemingly compliant throughout the day, but as the end of the day routines begin, the behaviour shifts and the child becomes less compliant with adult demands, actions are slowed down purposefully, perhaps a younger child hides away hoping not to be seen. Is this child just being “difficult” or are they communicating that they are triggered and going home doesn’t feel safe?   

2. At lunch, other children report that a child has been “bullying” them by going through their lunch boxes and tipping the food out and throwing it around. Is the child just being a “bully” or is food a trigger? Do they have a full lunchbox of their own? When the food is collected after being thrown, is there any missing? Are there other concerns about potential neglect? 

3. A GCSE English Literature lesson is disrupted by a child who is seemingly provoking the teacher leading the lesson, asking questions about personal life which are embarrassing the teacher. Has anyone looked at why this behaviour is occurring now? Has anyone checked what the curriculum contains at this point – if the literature text contains a topic which may be triggering or uncomfortable for some, does it resonate with this child? 

These are just three examples of real “behaviour as communication” that may indicate a safeguarding concern. DSLs might recognise the safeguarding issues each time – but do all staff?   

When our Advisers conduct Safeguarding Audits we triangulate evidence from SLT, DSLs and a panel of staff. Sometimes staff will use language which demonstrates that whilst “all behaviour is communication” is used in the ample, high-quality training that has been provided, the traditional view of “good” and “bad” behaviour is still uppermost in their minds.   

They sometimes miss the safeguarding concern. The Youth Endowment Fund’s Children, Violence and Vulnerability Report 2025 (Mental health and experiences of violence | Youth Endowment Fund) demonstrates the significance of the safeguarding concerns for those who demonstrate negative behaviour.   

They report that 62% of teenagers aged 13-17 in their study who perpetrated serious violence had either hurt themselves or considered ending their own life. This is a sobering statistic that highlights the importance of being confident that all in our setting understand the link between behaviour and safeguarding. 

Recording and Reporting Behavioural Concerns 

The DSL team cannot pick up all of these concerns on their own – particularly when we still work in a system of sanctions and rewards.  

For some children struggling to cope during a school day due to safeguarding issues outside of the building, even the lack of a reward that others receive can function in their minds as a sanction.   

Despite all they are dealing with, they are not receiving what others are – this can be enough to trigger huge dysregulation for some.  

Safeguarding is the responsibility of every professional – so noting these behavioural concerns as a potential safeguarding issue is crucial in keeping everyone safe. It may be nothing, but the behaviour may be communicating something concerning in a child’s wider life.     

We recognise that none of this is easy to manage. With a class of thirty to consider, it can be difficult to pause to consider the lived experience of that one child who, sometimes daily, makes classroom management that bit harder.  

This is where recording and reporting as safeguarding concerns is so powerful – it can support getting assessments and interventions in place, which can help with classroom management strategies.   

Download our free resource – High Quality Reporting and Recording – for guidance on reporting and recording, the types of disclosure and the key actions that should be taken.

Summary 

Despite the mantra of “all behaviour is communication” and detailed training on trauma-informed practice having been delivered, some staff might still be tied to the traditional good/bad behaviour divide in their minds.  

This is not of their choosing – it’s what society still believes and promotes.  

However, as professionals working with vulnerable children, we need to continuously remind all staff, at whatever level, that children are sometimes communicating a safeguarding need through whatever communication style they can in the moment, which could be through unusual behaviours.  

We have created an online (self-study) course that covers this exact topic – Behaviour as Communication – Online Interactive Course – supporting you to explore trauma-informed responses, de-escalation strategies and emotional regulation to create safer, more supportive classrooms. Find out more here. 

That is the only way we can really react to safeguarding concerns and keep children safe. 

If you’d like support with this, or any other safeguarding topic, please contact us on safeguarding@servicesforeducation.co.uk or visit www.servicesforeducation.co.uk/safeguarding/ to see what support we can offer.

If you found this blog useful, you may also be interested in reading the following blogs: 

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Behaviour as Communication: Online Interactive Course

Unlock the power of understanding behaviour as communication in this engaging, interactive course designed for school staff.

Explore trauma-informed responses, de-escalation strategies and emotional regulation to create safer, more supportive classrooms. 

  About the Author

Jo Perrin - Interim School Support Lead,  Adviser, Services For Education

Jo Perrin is a seasoned Education Adviser with a strong background in safeguarding. She has held key roles as a Designated Safeguarding Lead and pastoral lead in the education sector. Facilitating training to enhance the knowledge and skills of professionals working directly with children and young people is her passion.

With a wealth of experience in teaching PSHE and expertise in childhood trauma from her time as a foster carer, Jo is dedicated to supporting organisations that work with children and vulnerable adults on safeguarding issues. She is actively involved in professional safeguarding groups in the West Midlands and is currently collaborating on a research project with colleagues from the University of Birmingham and the NHS focusing on FGM awareness within communities. Jo’s has worked as a West Midlands' Adviser for national PSHE resources, presented at the Sex Education Forum National Members' Event and authored an advertorial for PSM magazine and an article for SEND magazine.

Jo's expertise extends to training on topics such as Safer Recruitment and Mental Health at Work. She is also a facilitator for the nationally recognised NPQSL qualification, supporting senior leaders in education. Her contributions to publications and development of resources for RSE provision have been well-received by schools nationally and internationally.

With her extensive experience and dedication to professional development, Jo Perrin is a highly respected figure in the field of education. Her guidance on safeguarding, mental health awareness, personal development, and relationships education is highly valued within the industry.