Nurturing positive student behaviour: Creating a supportive environment
In education, fostering positive student behaviour goes hand in hand with creating a supportive environment. Students need to feel respected, valued, and heard in order to thrive academically and emotionally. According to a survey conducted by the National Education Association (NEA), 86% of students reported that they would be more likely to actively participate in class if they felt their teachers listened to and respected their opinions and ideas. At the first of our events of the Tranquiliti events series ‘Listening to the voice of young people’, we heard from our panel of young educators about how they believe a positive environment enhances and nurtures students and their behaviour. You can read our first blog in this series here.
The panel includes:
- Jade Barnett — Youth Development Lead for the Prince’s Trust
- Jonas Andrew-Phillip — Multi Award-winning TEDX speaker
- Gabriella — Student and student advisor for Beyond
- Beverlyn — Big Education Project Councillor
- Ruby — Student and student advisor for Big Change
- Hosted by Alex Atherton, leadership coach
To truly nurture student voice, it is crucial to address behaviour patterns. The words of Ruby ring true: “The 14-year-old who doesn’t feel listened to and doesn’t feel fully invited to the table does not change. They’re gonna feel upset. They’re gonna feel angry, except they don’t cry. They draw back, and they don’t engage in future engagement opportunities. We lose that trust almost instantaneously.” This underscores the vital role of educators in cultivating an environment where students feel empowered and appreciated.
Gabriella, a young person herself, eloquently conveyed the challenges of opening up to adults and the significance of connection. “As a young person myself, I do find it very difficult to talk to others about how I’m feeling, particularly adults because I don’t feel like I have that sort of connection with them,” she shared. However, Gabriella also highlighted a positive experience she had with her head of year during Year 7, emphasising the transformative power of a caring adult: “My head of year, he was like a lifesaver. I would just go to his office whenever I needed, and I would just talk to him. I would talk all about my day, and he would just listen and reassure me, and that made my day and made me feel better.”
Drawing from these insights, nurturing student voice involves establishing a supportive environment where students feel genuinely heard and understood. Actively listening to students involves more than just hearing their words; it requires a genuine effort to understand their perspectives and validate their experiences. When educators listen attentively, they convey a message of respect and importance, signalling to students that their voices matter. This validation is essential in building self-confidence and self-worth among students, enabling them to develop a positive self-image and embrace their unique contributions to the learning environment.
Empathy is a crucial factor in fostering positive student behaviour as it allows educators to gain a deeper understanding of the challenges and pressures students face. By putting themselves in their students’ shoes, teachers can recognise and empathise with their emotions, struggles, and successes, creating a supportive atmosphere where students feel valued and supported. Through empathy, educators can guide students in developing essential social-emotional skills and resilience.
However, it is important to acknowledge the counter-argument raised by Ruby regarding the increasing demands placed on teachers. Ruby highlighted the evolving role of teachers, which has expanded to include understanding and addressing issues such as the LGBTQ+ community, mental health, and social inequities. They expressed concerns that these additional responsibilities may become overwhelming for individual teachers to effectively manage.
Ruby’s perspective brings attention to the complex challenges faced by teachers in the modern educational landscape. As the role of educators expands to encompass various societal issues, it is crucial for schools and educational systems to provide adequate support and resources to teachers. This includes professional development programs, access to mental health support, and creating a collaborative environment where teachers can share the workload and exchange best practices.
Nurturing positive student behaviour requires the creation of a supportive environment where students feel respected, valued, and heard. By actively listening, showing empathy, and avoiding assumptions, educators can build meaningful connections with their students and address their emotional wellbeing. When students feel genuinely listened to and understood, they gain the confidence to express themselves, engage in the learning process, and contribute to a harmonious classroom. In comparison, while empathy remains a vital component in nurturing positive student behaviour, it is essential to recognise and address the challenges faced by educators in managing the increasing demands placed upon them.
By providing teachers with the necessary support, schools can create an environment where both teachers and students can thrive. This includes implementing policies and practices that prioritise teacher wellbeing, offer resources for addressing diverse student needs, and foster a culture of collaboration and shared responsibility.
