In my experience as a teacher, I try not to respond only to the behaviour itself, but to become curious about the story behind it. Challenging behaviour is often a signal that something deeper is happening in the student’s life. Especially in communities affected by displacement or instability (like refugee communities like mine), students may carry stress, fear, or personal difficulties that influence how they act and react in the classroom.

For example, I once had a student who frequently seemed distracted and uninterested during my Maths lessons. Instead of immediately assuming that the student lacked motivation, I tried to understand the situation better by speaking with the student privately and observing their participation over time. Through conversation, I learned that the student had been dealing with family difficulties (financial difficulty) and had limited time (child labouring) to focus on schoolwork. Understanding this helped me respond with more patience and adjust my approach to support the student more effectively.

Experiences like this remind me that teaching is not only about managing behaviour but also about understanding students as individuals. When teachers take time to learn about students’ backgrounds and circumstances, it becomes easier to respond with empathy and create a more supportive learning environment.