Supporting disengaged and disruptive behaviour: building calm, focused learning environments

New national guidance highlights the importance of proactive strategies, strong relationships and targeted support in addressing persistent disengagement and disruption in learning environments.

Persistent disengagement and disruptive behaviour remain key challenges across education settings, with implications for children’s learning, wellbeing and participation.

Recent guidance from the Australian Education Research Organisation (AERO) reinforces that effective responses begin with prevention, not reaction. Establishing calm, structured and inclusive environments is central to supporting engagement and reducing disruption. 

The guidance emphasises that all children benefit from environments where expectations are clear, consistent and supported through practice.

Proactive strategies include:

• explicitly teaching expected behaviours and routines
• building strong, respectful relationships with children and families
• creating predictable and inclusive environments
• using high-quality, engaging teaching practices

These approaches form the foundation for engagement and reduce the likelihood of disruption before it occurs. 

For early childhood education and care (ECEC) settings, this aligns with the National Quality Standard, particularly Quality Area 1 (educational program and practice) and Quality Area 5 (relationships with children), where responsive practice and supportive environments are central.

Where disengagement or disruption persists, the guidance stresses the importance of understanding the underlying causes.

Behaviour should be clearly identified and described, focusing on what is observable rather than labels or assumptions. Patterns across time, environment and interactions can help identify contributing factors.

These may include:

• unmet physical or emotional needs
• communication or developmental challenges
• environmental or sensory factors
• task difficulty or lack of engagement
• experiences outside the learning environment

Understanding context allows educators to move beyond surface-level responses and implement more effective, individualised strategies. 

Supporting children to re-engage requires intentional, tailored strategies. The guidance highlights the importance of:

• selecting strategies based on individual needs
• working collaboratively with families and support networks
• involving additional professionals where required
• monitoring progress and adjusting approaches over time

Practical strategies include breaking tasks into manageable steps, increasing opportunities for participation, providing clear prompts and supporting emotional regulation.

Importantly, children should be involved in discussions about their learning and behaviour, where appropriate, to build ownership and understanding. 

Ongoing reflection is a critical component of effective behaviour support.

Educators are encouraged to assess the impact of strategies, seek feedback from children and families, and adjust practice based on what is working. Recognising progress, even small improvements, supports motivation and reinforces positive behaviours.

The guidance also highlights the importance of educator wellbeing, noting that managing persistent behaviours can be demanding and requires access to support, professional learning and reflective practice. 

For approved providers and centre managers, the guidance reinforces that behaviour support is a whole-service responsibility.

Key considerations include:

• embedding proactive behaviour support in policies and daily practice
• ensuring educators are trained in evidence-based strategies
• supporting consistent implementation across teams
• strengthening collaboration with families and support services

The focus on prevention, relationships and tailored support aligns with broader regulatory expectations under the National Quality Framework, particularly in promoting safe, inclusive and responsive environments for all children.

The guidance reflects a broader shift across the sector, from managing behaviour to understanding and supporting it.

Rather than viewing disengagement and disruption as isolated issues, the approach positions behaviour as a signal that additional support may be required.

For ECEC services, this reinforces the importance of reflective, responsive practice that prioritises children’s wellbeing, inclusion and capacity to engage in learning.

Access the research on the Australian Education Research Organisation (AERO) website.