When we think about behaviour management in schools, traditional models often focus on rewards and sanctions. Yet growing research – and growing experience from inclusive schools – shows that true long-term change comes from prioritising regulation for behaviour, not external rewards.
Self-regulation is a student’s ability to manage their emotions, energy levels, and actions in response to their environment. When students are dysregulated, they are far less able to meet expectations, no matter how enticing a sticker chart or prize might be.
Furthermore, as argued by Jonathan Haidt, author of The Anxious Generation, we are in danger of encouraging our students to be addicted to dopamine hits (just like social media or video games) when we construct behaviour systems around immediate rewards. By embedding regulation for behaviour into classroom practices, however, we teach students skills that last a lifetime.
This shift doesn’t mean abandoning structure or expectations. It means understanding that behaviour is communication. When a student acts out, the question becomes: “What is their nervous system telling us?” instead of “How can we sanction this?”
Supporting regulation for behaviour starts with the environment. Are sensory needs being met? Are routines predictable? Are there safe outlets for movement and emotion? When students feel physiologically safe, their brains are better able to access the thinking and reasoning skills needed for positive behaviour.
Some practical ways schools can support regulation over reward
Rethinking behaviour isn’t about being permissive; it’s about being proactive. When regulation comes first, better behaviour naturally follows and schools become calmer, kinder places for everyone. Want some help setting it up? Let me know: rachel@concentriccoaching.co.uk
