Preventing Behaviour Problems Before They Start

Preventing Behaviour Problems Before They Start.

Many behavioural issues can be resolved even before they start, and that comes from an understanding of child development. Teachers and parents can implement these strategies to help manage their children’s behaviour. In this article, the following effective methods will be described: setting up the physical environment, maintaining a consistent routine, setting clear expectations, and guiding children through transitions.  

Firstly, challenging behaviour can be managed by changing the classroom environment, and because open spaces encourage children to run so furniture can be used to break up space while still being functional, or work spaces can be adjusted so children’s backs are facing the wall to allow for teacher facilitation, and lastly allow for independence by having schedules and other work materials in the work space (Autism Classroom Resources, 2026). The Reggio Emilia approach believes that the learning environment is the third teacher, and thus, teachers can save much time and effort just by spending some thought into their classrooms.

Secondly, routines are also vital to classroom management, as it helps children feel safe and confident to learn, for them to understand consistency in the daily schedule, which helps in emotional regulation, independence, and task concentration, while reducing negative behaviour (Leapfrogs, 2025). Children need to know what to expect after every activity in school. Teachers and adults should never make random changes throughout the day to confuse them, though if changes are needed, always communicate with the children. This applies not just to special needs but to every child.

Thirdly, when adults have clear expectations, children can avoid confusion and anxiety, so they know about the boundaries, and adults can do so by being specific, using positive language, staying consistent with consequences, allowing the child to set expectations, segmenting the task, and using lists or charts (Dynamics Therapy Group, 2024). If something is not allowed, it should not be allowed, regardless of the situation. However, phrase expectations with a positive tone, such as saying, “We love our teachers and friends, so we will use kind language to each other.”

Fourthly, children struggle with transitions, especially when everything is new, be it the environment or routines, so transitions may become triggers for negative reactions, because children lack the understanding of time and thus will need predictability to guide them, and teachers can use auditory stimuli like a bell or visual schedule, and even fun activities like singing songs to ease children through every activity of the day (Brightwheel, 2025). Even adults sometimes struggle with going from one activity to another, so children should be given the time and space to understand and not be rushed through everything.

Therefore, these are the strategies to help guide children’s behaviour. Above all, consistency is key to guiding children’s behaviour and with nurturing adults in the learning environment, the likelihood of negative behaviours occurring should be kept at a minimum.

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References

Autism Classroom Resources. (2026). 3 Ways to Adjust the Physical Space to Prevent Challenging Behavior. Retrieved from Autism Classroom Resources: https://autismclassroomresources.com/3-ways-to-adjust-physical-space-to/

Brightwheel. (31 March, 2025). 7 Fun and Engaging Transition Activities for Preschoolers. Brightwheel. Retrieved from https://mybrightwheel.com/blog/7-fun-and-engaging-transition-activities-for-preschoolers

Dynamics Therapy Group. (September, 2024). The Power of Clear Expectations in Parenting. Dynamics Therapy Group. Retrieved from https://www.dynamics.com.sg/edm/newsletter/2024/sep/index.html

Leapfrogs. (2025). How to Help Your Children Thrive by Establishing a Predictable Routine? Retrieved from Leapfrogs: https://www.leap-frogs.com/how-to-help-your-children-thrive-by-establishing-a-predictable-routine/

 

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