What if the behaviour we’re seeing is only a tiny part of the story?
Imagine a child who refuses to enter the classroom, shouts when asked to complete their work or becomes upset when plans change.
It’s easy to focus on the behaviour we can see.
But just like an iceberg, what happens on the surface may represent only a small part of what’s going on underneath.
What’s beneath the surface?
When a child is struggling, there can be many contributing factors that aren’t immediately obvious.
For example:
· Sensory overload: The classroom may feel unbearably noisy, bright or busy.
· Anxiety: The child may be worried about getting something wrong or not knowing what will happen next.
· Executive functioning difficulties: They may feel overwhelmed by instructions or struggle to get started.
· Communication differences: They may find it difficult to explain what they need.
· Emotional regulation difficulties: They may struggle to recognise and manage escalating feelings.
· Fatigue: The effort of coping with school demands may leave them exhausted.
These factors can overlap, and what looks like refusal or defiance may sometimes be a child communicating distress, confusion or overwhelm.
Behaviour is information
At Building Blocks Therapy, we encourage adults to become curious about behaviour.
Rather than immediately asking, “How do we stop this behaviour?”, we might ask:
“What happened just before this?”
“Is the environment too demanding?”
“Does the child understand what’s expected?”
“Are we asking them to use skills they haven’t yet developed?”
This shift in perspective can be incredibly powerful.
How can occupational therapy help?
Occupational therapists look at the relationship between the child, the activity and the environment.
We explore what might be making everyday activities difficult and identify practical ways to reduce barriers.
This might involve adjusting sensory demands in the classroom, introducing visual schedules, breaking tasks into smaller steps, providing movement opportunities or supporting emotional awareness.
We also work closely with teachers and families to develop a shared understanding of the child’s needs.
For example, a child who regularly leaves their seat may not need stricter consequences. They may benefit from opportunities to move while learning.
A child who avoids written work may need support with motor skills, planning, confidence or an alternative way of recording their ideas.
The next time a child is struggling, remember the iceberg
What we see is only part of the picture.
And sometimes, changing our understanding of the problem is the first step towards finding the solution.
At Building Blocks Therapy, we work alongside families and schools to look beyond behaviour and help children feel understood, supported and successful.