Behavioural Challenges in Scottish Primary Schools: Trends and Responses
Scottish primary schools today face a range of behavioral challenges in the classroom and playground. While the vast majority of children are generally well-behaved, a significant minority present difficulties that impact learning and wellbeing. Common issues include low-level disruptions (such as pupils calling out or interrupting lessons), attention difficulties, aggressive behaviours (verbal or physical), and social withdrawal. Surveys of Scottish school staff confirm these trends: talking out of turn is the most frequent low-level disruption (experienced daily by 86% of staff), and withdrawal from interaction (social isolation) is the most common disengagement behaviour (seen daily by 43% of staff)[1].
More serious disruptive behaviours, like verbal abuse or physical aggression between pupils, are also regularly encountered – two-thirds of staff had witnessed general verbal abuse and 59% saw physical aggression among pupils within a one-week period[2]. These statistics underscore that classroom disruption, peer aggression, and disengagement are pervasive concerns, even as most pupils continue to follow rules and behave appropriately[3][4].
Prevalence of Behavioural Issues: Recent Statistics
Recent research provides insight into the prevalence and scope of behavioral problems in Scotland’s primary schools. The Scottish Government’s Behaviour in Scottish Schools survey (2023) – a nationwide study of staff perceptions – found a general decline in pupil behavior compared to previous years[5]. In primary schools, staff reported increases in nearly every type of disruptive behavior since the last survey in 2016[6]. Notably, although overall behavior issues tend to be more pronounced in secondary schools, physical aggression and violence were reported more often in primary schools – especially in the early primary years (Primary 1–3)[7][8]. For example, incidents of pupils hitting, kicking, or biting were relatively common in infant classes. By contrast, certain problems like mobile phone misuse, vaping, or substance-related incidents were mostly confined to older pupils (secondary level)[9][10]. In general, the data indicate that many primary teachers regularly deal with verbal abuse, physical altercations, and disengaged behaviour in their classrooms[11]. It’s also important to note that staff in the survey still emphasized that most children behave well most of the time[3] – the challenges come largely from a smaller cohort of pupils whose behaviour is consistently difficult.
Recent figures illustrate the extent of the issue. In the 2023 national survey, 77% of school staff said pupil behaviour had worsened compared to before the COVID-19 pandemic[12]. About 72% of teachers (in an Education Institute of Scotland union poll) believed that classroom violence and aggression had risen in the last five years[13]. Meanwhile, Scotland’s annual school census shows that nearly 40% of all pupils are identified as having some form of additional support need, a number that has grown dramatically over the past decade[14]. This category includes children with social, emotional or behavioural difficulties, as well as those with learning disabilities or other needs. The proportion of pupils requiring support is higher in disadvantaged communities (almost double the rate in the most deprived areas compared to the least deprived)[14]. These statistics suggest that behavioural issues are not rare outliers – they affect a substantial share of classrooms and are perceived to be trending upward, putting pressure on schools and teachers across Scotland.
Contributing Factors to Challenging Behaviour
Multiple interrelated factors contribute to behavioural difficulties among primary pupils. Socioeconomic disadvantage is one important factor: schools with a higher share of children from deprived backgrounds tend to see more frequent negative behaviours and disciplinary issues[15]. Stressors associated with poverty – such as family instability, housing insecurity, or hunger – can manifest as misbehaviour or emotional distress in school. Teachers and researchers note that family environment and parenting practices also play a key role. Consistent routines, clear boundaries, and parental support for school expectations help children behave well; conversely, a lack of these can exacerbate problems. Staff in the national survey observed that some parents struggle to set limits or may downplay the school’s authority – for instance, some parents are quick to side with their child and assume the school is at fault, or try to be a “friend” to their child rather than enforce rules[16]. As one Scottish educator put it, children’s behaviour is often a reflection of their home life – if families are struggling or not coping, “their children are bound to have these needs and we can’t plug the gaps”[17]. This highlights how mental health issues, trauma, or instability at home can translate into emotional and behavioural challenges in the classroom.
Another major factor is the rising number of pupils with additional support needs (ASN) in mainstream schools. Scotland’s inclusive education policies (the “presumption of mainstreaming”) mean that children with disabilities, learning difficulties, or emotional/behavioral disorders are educated in regular schools wherever possible[18]. This approach has many benefits, but it also means that teachers are managing more complex needs in a typical classroom. The percentage of pupils receiving some form of additional support has surged (eightfold since 2004) due to better recognition of needs and this inclusive approach[14]. Among these are pupils with conditions like ADHD or autism, who may have difficulty with attention, impulse control, or social interaction, potentially leading to disruptive outbursts or withdrawal in class. However, resources have not always kept pace – numbers of specialist support teachers and special schools have decreased over time[19]. Teachers report that access to specialist staff is falling while the number of children with high needs is rising, creating strain on classrooms[20][21]. Child poverty and mental health concerns compound this issue: economic hardship and the lingering effects of the pandemic have led to more pupils with anxiety, low resilience, or unmet emotional needs, which in turn can drive challenging behaviour[22][23]. In summary, behavioral issues do not occur in a vacuum – they are linked to broader social factors (poverty, family stress), individual needs (learning or emotional difficulties), and systemic choices (inclusion policies and resource allocation).
Government Policies Addressing Behaviour
The Scottish Government and education authorities have recognized the issue and introduced policies to promote positive behavior and support schools. A key development is the National Action Plan on Relationships and Behaviour in Schools (2024–2027), published in August 2024 as a joint initiative by the Government and local councils[24]. This action plan was informed by the latest research and a series of “Behaviour Summits,” and it outlines a comprehensive strategy to “create safe and consistent environments in schools so that everyone can thrive.” The plan emphasizes a relationships-based approach – strengthening respect and positive relationships across the whole school community – as the foundation for improving behavior[25]. The goal is to promote positive behaviour and wellbeing through early intervention and inclusive practices, while also empowering staff to respond effectively when serious misbehaviour occurs[26][27]. Notably, the plan acknowledges that some situations will still require firm consequences; it calls for clearer national guidance on the use of sanctions like suspension or exclusion when absolutely necessary (ensuring these measures remain a last resort, used consistently when safety or learning is at risk)[28].
Several themes and actions are laid out in the 2024–27 plan. These include setting clear national expectations for conduct, providing more training and support for teachers, engaging parents as partners in solutions, and improving the way incidents are recorded and monitored[29][30]. For example, one action is developing practical guidance to help schools prevent and de-escalate violent incidents – this includes expanding programs like the Mentors in Violence Prevention (MVP) initiative, where trained student mentors help model and reinforce positive, non-violent behaviours among peers[28]. There is also a focus on consistent policy: updating and consolidating existing guidance (such as the “Included, Engaged and Involved” framework on school exclusions) to ensure everyone is on the same page about expectations and interventions. The Government’s approach is strongly influenced by the philosophy of inclusive education and children’s rights – meaning every pupil should be supported to succeed in their own school, rather than removing “problem” children. At the same time, there is growing recognition (including from teacher unions and independent commissions) that staff need backing to maintain order, and that extreme or persistent misbehaviour must be addressed decisively for the sake of other pupils’ learning[31][32]. Achieving this balance is at the heart of current policy debates.
Another relevant policy area is mental health and wellbeing support in schools. The Scottish Government has invested in initiatives like school-based counselling (now guaranteed for secondary schools and being extended to younger pupils) and programs under the Whole School Approach to mental health[33]. These efforts align with behaviour policy, since improving children’s mental health and resilience can help prevent behavioural problems. However, some observers have noted gaps – for instance, a recent briefing pointed out that the new behavior action plan made only passing mention of mental health supports as a proactive measure[34]. Consequently, charities and educators are calling for continued funding and expansion of counseling and early intervention services in primary schools[35][36]. Overall, government policy in Scotland is moving toward a holistic model: combining preventative measures (nurturing relationships, mental health support, inclusive practices) with clear standards and interventions to manage disruption, all within a framework of children’s rights and collaboration between schools, families, and authorities.
School-Level Interventions and Programs
At the school level, many practical interventions and programs are being used to improve behavior and support pupils. A widespread approach is the adoption of restorative practices. Rather than relying on punitive discipline alone, restorative approaches focus on helping children understand the impact of their actions, take responsibility, and repair harm done to relationships[37]. For example, if a pupil hurts or bullies a classmate, a restorative response might involve a guided mediation or circle time discussion where the pupil hears how their behavior affected others and works to make amends. Education Scotland actively promotes restorative frameworks as part of building positive relationships in schools, seeing this as key to creating a respectful, empathetic school climate. In fact, the latest national research noted a culture shift in Scottish schools toward relationship-based and nurturing approaches and “away from punitive approaches”[37]. Many primary schools now integrate restorative language and techniques into daily routines – e.g. using solution-focused conversations after an incident, rather than immediately punishing – to teach children conflict resolution and emotional skills.
Closely related are nurture approaches and trauma-informed practices. Nurture groups, for instance, have been established in numerous primary schools as a targeted intervention for children struggling with social, emotional or behavioral difficulties. A nurture group is a small supportive class (often with 6–10 children) that provides a structured, home-like environment within the school, guided by the six principles of nurture (which emphasize attachment, warmth, and consistency)[38][39]. The aim is to give children who have missed out on key early experiences – such as stable routines or positive adult-child interactions – a chance to develop those foundational skills and resilience in a safe setting. Research in Scotland has found that nurture groups and whole-school nurturing approaches can significantly improve pupils’ social, emotional and behavioral outcomes, particularly for younger children. Additionally, many schools have implemented whole-school positive behavior programs that set clear expectations and reward good behavior. These might include charters of shared values (often co-created with pupils and parents), points or house systems for positive conduct, and regular celebration of kindness, effort, and improvement. Such approaches reinforce consistent norms and make it clear that good behavior is noticed and valued, not just misbehavior.
To address specific issues like violence or bullying, schools are also using peer-based and preventative programs. The earlier-mentioned Mentors in Violence Prevention (MVP) program is one example being rolled out in some Scottish schools: it trains senior pupils (or sometimes upper primary pupils) to act as role models and allies who can intervene to stop bullying and promote respectful behavior among younger students[40]. This kind of peer mentoring leverages positive peer influence to change norms around aggression. Other schools use social and emotional learning (SEL) curricula – dedicated lessons or activities that teach skills like emotional regulation, empathy, problem-solving, and teamwork. By equipping children with better coping and communication skills, SEL programs can preempt many behavioral meltdowns or conflicts. Mental health support within schools is another critical piece. An increasing number of primary schools have access to counseling services or partnerships with charities (like Place2Be, which provides in-school mental health practitioners). The impact of these services can be significant: after receiving one-to-one or group counseling support, over half of children show improved classroom engagement and about 59% cause fewer behavioral problems in class, according to data from Place2Be’s programs in Scottish schools[41]. Schools also collaborate with external agencies when needed – for instance, educational psychologists, behavior support specialists, or child and adolescent mental health services (CAMHS) – especially for children with severe needs.
Finally, consistent behavior policies and staff training underpin successful intervention. Schools update their behavior policies to align with best practices (many have policies named “Promoting Positive Relationships and Behaviour”), ensuring that teachers and support staff use a common approach. Training sessions on de-escalation techniques, restorative conversations, or understanding trauma can boost staff confidence in handling difficult situations. Importantly, a whole-school approach involves everyone from the headteacher to playground supervisors working together, and engaging with parents as partners. Some primary schools hold parenting workshops or family learning sessions on behavior management strategies, so that home and school can provide a united front. This community-wide engagement is vital – when pupils see that teachers, parents, and peers all share the same expectations and support each other, a positive school ethos flourishes, making serious behavior flare-ups less frequent.
The Impact of COVID-19 on Student Behaviour
No discussion of recent trends is complete without examining the COVID-19 pandemic’s impact on children’s behavior. The pandemic and associated school closures (in 2020 and 2021) had a profound effect on young pupils’ socialization and routines. Scottish educators report that, upon returning to in-person schooling, many primary children exhibited delays in social and communication skills, difficulty readjusting to classroom rules, and lower resilience[42][23]. In the 2023 national survey, 77% of school staff said that overall behavior was worse than before the pandemic[12]. They linked this decline to specific issues: disrupted transitions (for example, children who started P1 during lockdown missed out on normal nursery-to-school transition activities), increased disengagement from learning, more anxiety and mental health problems, and even attendance problems (some families grew less accustomed to regular school attendance during lockdown)[42]. Teachers observed that children in the early primary years were especially affected – those who spent their toddler years in lockdown had fewer opportunities to learn how to share, play cooperatively, or settle into group routines. One consequence is that Primary 1–3 teachers saw more frequent aggressive or dysregulated behavior in the classroom, as these youngest pupils struggled with skills like taking turns or coping with frustration[8]. Essentially, lockdown interrupted the normal development of self-regulation skills for many children.
Concrete examples have been noted by school staff: some incoming P1 children in 2021–22 had never been in a large group setting before, and lacked basic independence (for instance, difficulty following simple instructions or resolving minor conflicts)[43]. This led to more tantrums or withdrawals as they adjusted to school life. Even older primary pupils experienced effects – the loss of months of face-to-face learning and extracurricular activities meant some lost academic motivation or felt disconnected from school. Social relationships were also impacted; pupils missed out on friendship-building, leading to more incidents of poor peer interactions or bullying as they re-learned how to get along. Moreover, the pandemic put many families under stress (health fears, job losses, etc.), which in turn affected children’s emotional security. School leaders noted an uptick in children coming to class anxious, bereaved, or carrying tension from home, all of which can surface as behavioral outbursts.
On a positive note, the pandemic experience did spur innovations that may help in the long run. Some schools strengthened communication with families via regular calls or online meetings, which improved relationships with hard-to-reach parents[44][45]. There is also greater awareness now of the importance of supporting mental health – many schools introduced wellbeing check-ins and mindfulness exercises as part of the return to school. Nonetheless, the overall effect of COVID-19 has been to amplify existing challenges. As one commission report concluded, lockdowns accelerated negative trends in behavior that were already emerging[46]. The recovery period has required extra effort: re-teaching children the expectations of structured learning, rebuilding their stamina for the school day, and providing additional counseling or nurture support for those struggling. In short, COVID-19 set back some children’s social-emotional development, and Scottish primary schools have been navigating the fallout in the form of more disruptive or withdrawn behavior. Addressing these gaps continues to be a priority in post-pandemic education planning.
Conclusion: Fostering Positive Behavior for the Future
Behavioral issues among primary school students in Scotland are complex but not insurmountable. The landscape painted by recent data is one of challenges on the rise – more pupils with disruptive behavior, aggression, or disengagement – yet it is also a landscape of concerted response and hope. Understanding the root causes is key: factors like poverty, family circumstances, additional needs, and pandemic disruption all feed into the behavior seen in classrooms. Recognizing this helps educators, parents, and policymakers to respond with empathy and targeted support rather than blame. Scotland’s approach, grounded in inclusive values, aims to keep children in mainstream education and give them the help they need to succeed. This means the onus is on schools (with backing from government) to adapt and provide that help – through nurturing approaches, better resourcing of support staff, mental health services, and strong partnerships with families.
The policy momentum in Scotland shows a system taking behavioral concerns seriously. The new national action plan and related initiatives are setting the direction: emphasizing relationships, consistency, and early intervention. At the same time, teachers on the ground are calling for practical improvements – clarity on consequences for severe misbehavior, and reassurance that they will be supported when dealing with violent or disruptive pupils[47][48]. Achieving safe and respectful classrooms will likely require a balance of both compassionate support and firm boundaries. Encouragingly, many primary schools are already innovating with restorative circles, nurture hubs, peer mentoring, and creative engagement of pupils in setting rules. These whole-school approaches create an environment where positive behavior is taught and reinforced every day, not just enforced through penalties.
For parents and caregivers, being involved is crucial – schools benefit greatly when parents reinforce expectations at home and work with teachers on behavior plans. Likewise, community and government support (from local youth services to national funding for counselors) can wrap around the school to address the wider influences on a child’s behavior. In the coming years, stakeholders will be watching the trends closely: will the measures being put in place reduce exclusions and improve behavior indices? The impact will be measured not just in fewer bad incidents, but in more engaged, confident learners. Good behavior in school matters because it creates a calm, safe space where all children can learn and thrive. By addressing behavioral issues with understanding, consistency, and evidence-based practices, Scotland’s primary schools are striving to ensure that every child – regardless of background or need – can fulfill their potential in a supportive learning environment. The challenge is significant, but with ongoing commitment from educators, parents, and policymakers alike, there is cause for optimism that positive change is on the horizon[49][27].
Sources:
· Scottish Government, Behaviour in Scottish Schools Research 2023 – Key findings on pupil behavior trends[50][4].
· Grampian Online News, New report shows the continued decline of pupil’s behaviour... – Summary of statistics on disruptive behaviors in Scottish primary classrooms[1][11].
· Place2Be (mental health charity), Education Briefing 2023 – Teacher survey insights on post-pandemic behavior and mental health in schools[12][23].
· Connect (Scottish Parent Teacher Council), Summary of Behaviour in Schools Action Plan (2024) – Overview of government action plan themes and goals[51][28].
· Audit Scotland, Additional Support for Learning – Key Messages (2025) – Statistics on prevalence of additional support needs and resource challenges[14].
· Scottish Centre for Social Research, Behaviour in Scottish Schools 2023 – Full Report – Qualitative findings on contributing factors (socioeconomic and family factors) and staff experiences[15][16].
· NatCen Social Research, Behaviour in Scottish Schools 2023 – Summary – Noted shift toward restorative and nurturing practices in schools[37].
· World Education Blog (Moira Hulme, 2025), Scottish teachers to strike over pupil behaviour… – Context on inclusive education and teacher workload in Scotland[22][19].
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