An Evidence-Informed Rationale for our Relational Behaviour Approaches

Behaviour management is one of the most persistent challenges in education. Traditional disciplinary models have often relied heavily on punitive responses, based on the assumption that undesirable behaviour is best controlled through sanctions. It is not. Research tells us that approaches underpinned by positive reinforcement, relational practice, and adult consistency work best.

Among the most influential proponents of this approach is Paul Dix, whose work argues that sustainable improvements in pupil behaviour emerge from shifts in adult behaviour, school culture, and relational dynamics. The principles underpinning our approach therefore align closely with well-established findings in behavioural psychology, classroom management research, and developmental science.

One of the most important aspects of relational and restorative approaches is to prioritise positive reinforcement. Behavioural research tells us that behaviours followed by reinforcement are more likely to increase in frequency (Skinner, 1953). Within classroom contexts, reinforcement strategies, like specific praise, recognition, and attention to desired behaviour, have been associated with reductions in disruptive behaviour and improvements in academic engagement (Simonsen et al., 2008).

Systematic reviews of classroom management practices further indicate that reinforcement-based strategies like ours are among the most reliable methods for improving pupil behaviour (Oliver, Wehby & Reschly, 2011). These findings lend strong empirical support to approaches that emphasise positive noticing and reinforcing positive behaviour rather than focusing on correction and punishment.

Closely related to reinforcement is the role of behaviour-specific praise. We know that this is most effective when it explicitly identifies the desired behaviour, thereby clarifying expectations and strengthening behavioural learning (Sutherland, Wehby & Copeland, 2000). Behaviour-specific praise has been shown to increase on-task behaviour and decrease disruptive actions across a range of classroom settings (Floress et al., 2018). Importantly, praise not only influences observable behaviour but also contributes to classroom climate, student motivation, and perceptions of teacher support (Henderlong & Lepper, 2002). These findings show that deliberate positive noticing and consistent reinforcement of behaviour is highly successful.

Relational approaches emphasise the importance of teacher–student relationships. A substantial body of research has established that positive teacher–student relationships are associated with improved behavioural, emotional, and academic outcomes (Roorda et al., 2011). Students who perceive their teachers as fair, respectful, and supportive demonstrate greater engagement and fewer behavioural difficulties (Cornelius-White, 2007). Attachment-informed perspectives further suggest that stable, predictable adult relationships provide a regulatory function, particularly for students experiencing emotional or behavioural dysregulation (Pianta, 1999). Consequently, behaviour management strategies based on relational trust and psychological safety are strongly grounded in developmental and educational psychology.

Another principle strongly supported by research is the importance of consistency and predictability in adult responses. Classroom management studies have repeatedly identified that consistency and predictable routines are key determinants of behavioural stability (Emmer & Sabornie, 2015). Inconsistent adult behaviour is associated with increased boundary testing, escalation of disruption, and diminished perceptions of authority (Simonsen et al., 2008). Predictability reduces uncertainty and fosters a sense of environmental safety, factors which are particularly salient for students prone to behavioural difficulties (Marzano, Marzano & Pickering, 2003). These findings reinforce the argument that adult behavioural consistency plays a critical role in shaping pupil conduct.

The emphasis on adult emotional regulation is similarly supported by empirical evidence. Research on classroom interactions finds that when adults respond in an emotionally reactive way, student dysregulation is escalated, along with an increase in unwanted behavioural incidents (Jennings & Greenberg, 2009). Conversely, calm, measured responses contribute to de-escalation and improved conflict resolution (Aloe et al., 2014). Social learning theory tells us that students copy modelled behaviour from adults, including emotional responses to stress and conflict (Bandura, 1977). Thus, adult composure functions both as a behavioural strategy and a mechanism for modelling self-regulation.

Behavioural science also sees behaviour as communication (Cooper, Heron & Heward, 2020), and interventions such as restorative approaches that address behaviour with students, are consistently more effective than punitive measures (Gage et al., 2018). Research also indicates that preventative, proactive systems are far more successful than reactive disciplinary models. Explicitly taught expectations, reinforcement systems, and tiered supports reduce behavioural incidents and improve school climate (Horner et al., 2010). These findings reinforce the broader evidence base supporting relational and reinforcement-oriented practice.

Inclusion

Relational approaches to inclusion are strongly supported by research demonstrating that the quality of teacher–student relationships plays a significant role in behavioural, emotional, and academic outcomes. Positive relationships characterised by warmth, trust, and fairness are consistently associated with higher levels of student engagement and lower levels of disruptive behaviour (Roorda et al., 2011). Supportive adult relationships provide a regulatory function, particularly for students experiencing social, emotional, or behavioural difficulties, helping to enhance self-regulation and reduce conflict (Pianta, 1999). Classroom environments that prioritise respect, empathy, and psychological safety have been shown to improve both student motivation and classroom climate (Cornelius-White, 2007). Research indicates that relational inclusion does not mean the absence of boundaries, but high behavioural expectations are more likely to be internalised when delivered within a context of relational trust and consistency (Jennings & Greenberg, 2009). These findings suggest that inclusion is most effectively supported when schools attend to the relational conditions that underpin student behaviour and belonging.

So, here at When the Adults Change, we know that our relational and positive reinforcement-based behaviour approaches are strongly underpinned and supported by empirical research. Reinforcement theory, praise research, relational psychology, consistency effects, emotional regulation science, and functional behavioural analysis collectively provide a robust foundation for our approaches that emphasise consistent and regulated adult behaviour, positive reinforcement, and relational practice. Therefore, our students, our schools, need behaviour philosophies grounded in our principles, which are based on established research into behavioural and educational science.

References

Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26(1), 101–126.

Bandura, A. (1977). Social Learning Theory. Prentice Hall.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis (3rd ed.). Pearson.

Cornelius-White, J. (2007). Learner-centered teacher–student relationships. Review of Educational Research, 77(1), 113–143.

Emmer, E. T., & Sabornie, E. J. (2015). Handbook of Classroom Management. Routledge.

Floress, M. T., Jenkins, L. N., Reinke, W. M., & McKown, L. (2018). General education teachers’ natural rates of praise. Behavioral Disorders, 43(2), 226–233.

Gage, N. A., Lewis, T. J., & Stichter, J. P. (2018). Functional behavior assessment-based interventions. Journal of Positive Behavior Interventions, 20(3), 145–156.

Henderlong, J., & Lepper, M. R. (2002). The effects of praise on children’s intrinsic motivation. Psychological Bulletin, 128(5), 774–795.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for PBIS. Focus on Exceptional Children, 42(8), 1–14.

Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom. Review of Educational Research, 79(1), 491–525.

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. ASCD.

Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011). Teacher classroom management practices. Journal of Educational Psychology, 103(1), 1–15.

Pianta, R. C. (1999). Enhancing Relationships Between Children and Teachers. APA.

Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). Teacher–student relationships and engagement. Review of Educational Research, 81(4), 493–529.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management. Education and Treatment of Children, 31(3), 351–380.

Skinner, B. F. (1953). Science and Human Behavior. Macmillan.

Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behaviour-specific praise. Journal of Emotional and Behavioral Disorders, 8(1), 2–8.