Reframing Behaviour: Creating a Behaviour Culture that Reflects Global Values

This article was featured in the BSME Newsletter 2024-25 | Edition 3

A common challenge for international schools is importing behaviour systems from other (typically Western) cultures that may not reflect local values or expectations. Whilst many schools celebrate Western pedagogical models, behaviour frameworks often receive less focus. This mismatch can create friction, undermine inclusivity and exclude students or staff whose norms differ.

What if behaviour wasn’t ‘managed’, but rather understood, nurtured and shaped within a globally minded context?

Are we satisfied with how behaviour is framed in international schools? Are we using collective influence to build consistently supportive, respectful, inclusive cultures?

How We Talk About Behaviour Matters

Behaviour is often equated with disruption, and “consequences” with punishment. But behaviour is simply how we act; every action has an outcome.

A student supporting peers is demonstrating behaviour. The consequences? Growth, confidence and belonging. Yet systems often suppress the negative rather than amplify the positive.

Shaping a Shared Behaviour Culture

International schools have a unique opportunity to establish cultures that transcend national differences.

We must ask not just “What are the rules?” but:

  • What do we want behaviour to represent across our community?
  • How do we build equitable, trauma-informed and globally relevant systems?
  • How do we support staff in promoting consistency across diverse student populations?

Why Traditional Behaviour Models Fall Short Across Cultures

Traditional systems focus on compliance: reward charts and sanctions. The punitive- restorative debate risks oversimplifying complex behaviour.

Punitive methods may deter disruptions but rarely build long-term regulation. Restorative practices, if poorly implemented, can seem ineffective.

What’s needed is a culturally adaptable framework reflecting neuroscience, trauma, neurodiversity and international complexity.

Embedding a Lasting Culture of Understanding, Not Just Management

What if we understood behaviour instead of “managing” it?

This perspective encourages schools to:

  • Teach co-regulation before demanding self-regulation
  • View behaviour as communication, not defiance
  • Help students reflect critically on their actions
  • Recognise behaviour as part of learning, not separate from it

Behaviour CPD is often a tick-box INSET. Schools need a true culture shift:

  • Ongoing, focused & embedded professional development
  • A shared language across the whole school
  • Collaboration with staff, students, families

Are We Ready to Reframe?

With diverse communities, international schools can model global approaches to behaviour rooted in safety, dignity and inclusion.

The shift begins when we stop trying to “fix” behaviour and, instead, understand and develop it to create safer, more connected spaces.

Are you ready to start that conversation?

For more information, please visit CPI website.

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