Taking time away from the classroom is essential for wellbeing, not only for educators but also for the pupils we support. Breaks allow everyone to pause, recharge, and return with renewed focus.
However, for some children and young people, the transition back to school life can be challenging. It’s not unusual to see an increase in off-task behaviour or emotional responses as pupils adjust once again to routines, expectations, and social dynamics.
Understanding why this happens, and how best to respond, is key to helping students settle quickly and positively after a break.
Why Behaviour Can Shift After a Break
Periods away from school can interrupt the structure and predictability that many pupils rely on. For some, this disruption can make the return to learning environments more difficult. A few key factors often contribute:
Changes to Routine
While holidays provide much-needed rest, they also interrupt the consistency of the school day. Many students thrive on clear schedules and familiar rhythms. For those who find change unsettling, such as students with additional needs or those managing anxiety, re-establishing daily routines can take time and may lead to dysregulation or emotional outbursts in the meantime.
Different Expectations at Home and School
During time off, home life often brings later bedtimes, unstructured days, and more relaxed boundaries. Returning to school’s expectations of listening, following instructions and meeting deadlines can feel restrictive or overwhelming at first. It’s natural for some students to push against these renewed demands as they recalibrate to the classroom environment.
Home-Based Stress or Uncertainty
Not all children experience holidays as restful. Some may have faced instability, conflict, or neglect during their time away from school. For these students, returning to the safety and predictability of the classroom can trigger strong emotional reactions as they process those experiences. What looks like defiance or withdrawal may instead be a signal of distress.
Supporting Behaviour as Students Return
Every classroom and student group is different, and there’s no single approach that fits all. However, by combining structure, sensitivity, and collaboration, we can create conditions that help pupils feel supported as they re-establish positive learning habits.
Below are four key considerations to guide your approach after any school break.
1. Be Thoughtful About How We Discuss Holidays
It’s natural to assume that most students look forward to school holidays, but for some, this time away can bring instability, uncertainty, or even distress. When returning to school, these pupils might display signs of anxiety, withdrawal, or frustration – all of which can present as challenging behaviour.
The way we talk about holidays can have a real impact. While it may seem harmless to open with questions like “Who went somewhere exciting?” or “What did you do over the break?”, such prompts can unintentionally isolate students who had difficult or uneventful experiences. Instead, aim for inclusive language that acknowledges a range of feelings about returning to school. Try asking “How are you feeling about being back?” or “What’s something you’re looking forward to this week?”
For students with known social or emotional needs, consider a private check-in early in the day. A simple “It’s good to see you – how are things?” can help you gauge how they’re feeling and give them a safe space to express any worries before they manifest as behaviour.
Supply staff can also be alert to changes in presentation such as quieter students who seem withdrawn, or typically confident pupils who suddenly appear unsettled. These subtle cues often provide early insight into who might need extra reassurance or structure.
2. Support a Gradual Return to Routine
Transitions can be difficult for any learner, but especially for those who rely on predictability to feel safe. When the clear structure of the school day has been replaced by weeks of unstructured time, the sudden shift back can trigger emotional dysregulation or avoidance behaviours.
Start by re-establishing the rhythm of the day. This might mean taking time to walk pupils through the timetable, discussing when breaks, lessons, and transitions will occur. Visual supports such as timetables, ‘now and next’ boards, and visual cues can be particularly effective for pupils with SEND or those who experience anxiety.
It’s also helpful to scaffold expectations gradually. For example:
- Begin with shorter tasks to rebuild concentration.
- Reintroduce group work carefully, setting clear roles and expectations.
- Provide regular feedback and positive reinforcement for following routines.
Even simple, repeated language such as “We always line up calmly before lunch” or “Let’s remember our morning routine” helps re-anchor behaviour.
In supply contexts, where relationships may be newly forming, clarity and predictability are essential. A clearly communicated routine, and adherence to it, helps build trust quickly and signals that you are a consistent, reliable adult in the room.
3. Personalise the Level of Support
Students’ readiness to return varies widely. Some will quickly slip back into classroom norms, while others may struggle with concentration, social interactions, or emotional regulation. This variation means that a one-size-fits-all approach rarely works.
The most effective strategy is to observe, listen, and adapt. Notice who is coping well and who might need extra support. For instance:
- A pupil who becomes restless may benefit from a movement break or a short sensory activity.
- Someone who appears overwhelmed might need a quiet, low-demand task to ease back into learning.
- Students who thrive on structure may respond best to a swift return to established routines, while others need a phased approach with additional reassurance and check-ins.
Taking a personalised approach also means paying attention to relationships. Some students may test boundaries as a way of re-establishing connection with adults. Responding with calm consistency, rather than escalating consequences, communicates safety and care.
For support staff working closely with individual pupils, maintaining open communication with the class teacher or SENCo ensures that interventions remain aligned with the wider support plan. This consistency across adults helps pupils feel secure and understood.
4. Work Collaboratively with Colleagues
Behaviour support is most effective when it’s a team effort. Whether you’re a supply teacher stepping into a new classroom or a member of the support staff team, collaboration with colleagues can make a huge difference to student outcomes.
Before the start of term or on arrival, take time to gather key information from permanent staff:
- Which students may struggle with transitions?
- What strategies have previously been successful?
- Are there any known triggers or recent pastoral concerns?
This proactive communication helps prevent misunderstandings and ensures you can respond confidently and consistently.
Within the school day, ongoing professional dialogue is invaluable. Share observations with teaching assistants, pastoral staff, or class teachers – for example, noting when a pupil seemed particularly dysregulated or what calmed them effectively. These small insights build a more complete picture of the child and inform future planning.
When schools promote a culture of open communication, everyone benefits as students receive consistent responses, and staff feel supported in managing behaviour collaboratively rather than in isolation.
Understanding Behaviour as Communication
Every action communicates something, whether it’s a need, an emotion, or a response to change. When behaviour becomes more challenging after a break, it’s often a sign that a pupil is seeking reassurance or struggling to readjust.
By responding with empathy, structure, and calm consistency, we can help students feel grounded again. Taking the time to re-establish boundaries, routines, and relationships supports both behaviour and wellbeing, setting the tone for a positive term ahead.
justteachers – Supporting You to Succeed in the Classroom
We recognise that managing behaviour can sometimes be one of the more demanding aspects of supply work, particularly when you’re entering new classrooms or unfamiliar settings. We’re committed to equipping all our educators with the skills and confidence they need to respond effectively and compassionately.
We offer both Team Teach and De-escalation in-person training courses across all justteachers branches, as well as an online De-escalation & Defusing Behaviour online training course accessible via our justteachers CPD Hub. The hub is available 24/7, giving our registered educators the flexibility to learn and upskill anytime, anywhere – ensuring you’re always prepared to create calm, positive, and productive learning environments.
If you would like to gain access to our fully-funded CPD Hub and a wide range of supply teaching & support role opportunities, register with us today.
